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Zhang H, Fan S, Yang J, Yi J, Guan L, He H, Zhang X, Luo Y, Guan Q. Attention control training and transfer effects on cognitive tasks. Neuropsychologia 2024; 200:108910. [PMID: 38777117 DOI: 10.1016/j.neuropsychologia.2024.108910] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2023] [Revised: 05/08/2024] [Accepted: 05/18/2024] [Indexed: 05/25/2024]
Abstract
Attention control is the common element underlying different executive functions. The backward Masking Majority Function Task (MFT-M) requires intensive attention control, and represents a diverse situation where attentional resources need to be allocated dynamically and flexibly to reduce uncertainty. Aiming to train attention control using MFT-M and examine the training transfer effects in various executive functions, we recruited healthy young adults (n = 84) and then equally randomized them into two groups trained with either MFT-M or a sham program for seven consecutive days. Cognitive evaluations were conducted before and after the training, and the electroencephalograph (EEG) signals were recorded for the revised Attention Network Test (ANT-R), N-back, and Task-switching (TS) tasks. Compared to the control group, the training group performed better on the congruent condition of Flanker and the double-congruency condition of Flanker and Location in the ANT-R task, and on the learning trials in the verbal memory test. The training group also showed a larger P2 amplitude decrease and P3 amplitude increase in the 2-back task and a larger P3 amplitude increase in the TS task's repeat condition than the control group, indicating improved neural efficiency in two tasks' attentional processes. Introversion moderated the transfer effects of training, as indicated by the significant group*introversion interactions on the post-training 1-back efficiency and TS switching cost. Our results suggested that attention control training with the MFT-M showed a broad transfer scope, and the transfer effect was influenced by the form of training task. Introversion facilitated the transfer to working memory and hindered the transfer to flexibility.
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Affiliation(s)
- Haobo Zhang
- School of Psychology, Shenzhen University, Shenzhen, 518060, China.
| | - Shaoxia Fan
- School of Psychology, Shenzhen University, Shenzhen, 518060, China
| | - Jing Yang
- School of Psychology, Shenzhen University, Shenzhen, 518060, China
| | - Jing Yi
- School of Psychology, Shenzhen University, Shenzhen, 518060, China
| | - Lizhen Guan
- School of Psychology, Shenzhen University, Shenzhen, 518060, China
| | - Hao He
- School of Psychology, Shenzhen University, Shenzhen, 518060, China
| | - Xingxing Zhang
- School of Psychology, Shenzhen University, Shenzhen, 518060, China
| | - Yuejia Luo
- Department of Applied Psychology, University of Health and Rehabilitation Sciences, Qingdao, 266113, China
| | - Qing Guan
- School of Psychology, Shenzhen University, Shenzhen, 518060, China; Shenzhen-Hong Kong Institute of Brain Science, Shenzhen, 518060, China
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Zsoldos I, Trân E, Fournier H, Tarpin-Bernard F, Fruitet J, Fouillen M, Bailly G, Elisei F, Bouchot B, Constant P, Ringeval F, Koenig O, Chainay H. The Value of a Virtual Assistant to Improve Engagement in Computerized Cognitive Training at Home: Exploratory Study. JMIR Rehabil Assist Technol 2024; 11:e48129. [PMID: 38901017 DOI: 10.2196/48129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2023] [Revised: 01/25/2024] [Accepted: 04/09/2024] [Indexed: 06/22/2024] Open
Abstract
BACKGROUND Impaired cognitive function is observed in many pathologies, including neurodegenerative diseases such as Alzheimer disease. At present, the pharmaceutical treatments available to counter cognitive decline have only modest effects, with significant side effects. A nonpharmacological treatment that has received considerable attention is computerized cognitive training (CCT), which aims to maintain or improve cognitive functioning through repeated practice in standardized exercises. CCT allows for more regular and thorough training of cognitive functions directly at home, which represents a significant opportunity to prevent and fight cognitive decline. However, the presence of assistance during training seems to be an important parameter to improve patients' motivation and adherence to treatment. To compensate for the absence of a therapist during at-home CCT, a relevant option could be to include a virtual assistant to accompany patients throughout their training. OBJECTIVE The objective of this exploratory study was to evaluate the interest of including a virtual assistant to accompany patients during CCT. We investigated the relationship between various individual factors (eg, age, psycho-affective functioning, personality, personal motivations, and cognitive skills) and the appreciation and usefulness of a virtual assistant during CCT. This study is part of the THERADIA (Thérapies Digitales Augmentées par l'Intelligence Artificielle) project, which aims to develop an empathetic virtual assistant. METHODS A total of 104 participants were recruited, including 52 (50%) young adults (mean age 21.2, range 18 to 27, SD 2.9 years) and 52 (50%) older adults (mean age 67.9, range 60 to 79, SD 5.1 years). All participants were invited to the laboratory to answer several questionnaires and perform 1 CCT session, which consisted of 4 cognitive exercises supervised by a virtual assistant animated by a human pilot via the Wizard of Oz method. The participants evaluated the virtual assistant and CCT at the end of the session. RESULTS Analyses were performed using the Bayesian framework. The results suggest that the virtual assistant was appreciated and perceived as useful during CCT in both age groups. However, older adults rated the assistant and CCT more positively overall than young adults. Certain characteristics of users, especially their current affective state (ie, arousal, intrinsic relevance, goal conduciveness, and anxiety state), appeared to be related to their evaluation of the session. CONCLUSIONS This study provides, for the first time, insight into how young and older adults perceive a virtual assistant during CCT. The results suggest that such an assistant could have a beneficial influence on users' motivation, provided that it can handle different situations, particularly their emotional state. The next step of our project will be to evaluate our device with patients experiencing mild cognitive impairment and to test its effectiveness in long-term cognitive training.
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Affiliation(s)
- Isabella Zsoldos
- Laboratoire d'Étude des Mécanismes Cognitifs, Université Lumière Lyon 2, Lyon, France
| | - Eléonore Trân
- Laboratoire d'Étude des Mécanismes Cognitifs, Université Lumière Lyon 2, Lyon, France
| | - Hippolyte Fournier
- Laboratoire d'Étude des Mécanismes Cognitifs, Université Lumière Lyon 2, Lyon, France
| | | | | | | | - Gérard Bailly
- GIPSA-Lab, Université Grenoble Alpes, Grenoble, France
| | | | | | | | - Fabien Ringeval
- Laboratoire d'Informatique de Grenoble, Université Grenoble Alpes, Grenoble, France
| | - Olivier Koenig
- Laboratoire d'Étude des Mécanismes Cognitifs, Université Lumière Lyon 2, Lyon, France
| | - Hanna Chainay
- Laboratoire d'Étude des Mécanismes Cognitifs, Université Lumière Lyon 2, Lyon, France
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Stringfield SJ, Kirschmann EK, Torregrossa MM. Working memory performance predicts, but does not reduce, cocaine- and cannabinoid-seeking in adult male rats. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2024:2024.05.28.596305. [PMID: 38853853 PMCID: PMC11160613 DOI: 10.1101/2024.05.28.596305] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2024]
Abstract
Background Cognitive deficits reflecting impaired executive function are commonly associated with psychiatric disorders, including substance use. Cognitive training is proposed to improve treatment outcomes for these disorders by promoting neuroplasticity within the prefrontal cortex, enhancing executive control, and mitigating cognitive decline due to drug use. Additionally, brain derived neurotrophic factor (BDNF) can facilitate plasticity in the prefrontal cortex and reduce drug-seeking behaviors. We investigated whether working memory training could elevate BDNF levels in the prefrontal cortex and if this training would predict or protect against cocaine or cannabinoid seeking. Methods Adult male rats were trained to perform a 'simple' or 'complex' version of a delayed- match-to-sample working memory task. Rats then self-administered cocaine or the synthetic cannabinoid WIN55,212-2 and were tested for cued drug-seeking during abstinence. Tissue from the prefrontal cortex and dorsal hippocampus was analyzed for BDNF protein expression. Results Training on the working memory task enhanced endogenous BDNF protein levels in the prelimbic prefrontal cortex but not the dorsal hippocampus. Working memory training did not impact self-administration of either drug but predicted the extent of WIN self-administration and cocaine seeking during abstinence. Conclusions These results suggest that working memory training promotes endogenous BDNF but does not alter drug-seeking or drug-taking behavior. However, individual differences in cognitive performance prior to drug exposure may predict vulnerability to future drug use.
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Johansen T, Matre M, Løvstad M, Lund A, Martinsen AC, Olsen A, Becker F, Brunborg C, Ponsford J, Spikman J, Neumann D, Tornås S. Virtual reality as a method of cognitive training of processing speed, working memory, and sustained attention in persons with acquired brain injury: a protocol for a randomized controlled trial. Trials 2024; 25:340. [PMID: 38778411 PMCID: PMC11110309 DOI: 10.1186/s13063-024-08178-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2023] [Accepted: 05/15/2024] [Indexed: 05/25/2024] Open
Abstract
BACKGROUND Acquired brain injury (ABI) often leads to persisting somatic, cognitive, and social impairments. Cognitive impairments of processing speed, sustained attention, and working memory are frequently reported and may negatively affect activities of daily living and quality of life. Rehabilitation efforts aiming to retrain these cognitive functions have often consisted of computerized training programs. However, few studies have demonstrated effects that transfer beyond the trained tasks. There is a growing optimism regarding the potential usefulness of virtual reality (VR) in cognitive rehabilitation. The research literature is sparse, and existing studies are characterized by considerable methodological weaknesses. There is also a lack of knowledge about the acceptance and tolerability of VR as an intervention method for people with ABI. The present study aims to investigate whether playing a commercially available VR game is effective in training cognitive functions after ABI and to explore if the possible effects transfer into everyday functioning. METHODS One hundred participants (18-65 years), with a verified ABI, impairments of processing speed/attention, and/or working memory, and a minimum of 12 months post injury will be recruited. Participants with severe aphasia, apraxia, visual neglect, epilepsy, and severe mental illness will be excluded. Participants will be randomized into two parallel groups: (1) an intervention group playing a commercial VR game taxing processing speed, working memory, and sustained attention; (2) an active control group receiving psychoeducation regarding compensatory strategies, and general cognitive training tasks such as crossword puzzles or sudoku. The intervention period is 5 weeks. The VR group will be asked to train at home for 30 min 5 days per week. Each participant will be assessed at baseline with neuropsychological tests and questionnaires, after the end of the intervention (5 weeks), and 16 weeks after baseline. After the end of the intervention period, focus group interviews will be conducted with 10 of the participants in the intervention group, in order to investigate acceptance and tolerability of VR as a training method. DISCUSSION This study will contribute to improve understanding of how VR is tolerated and experienced by the ABI population. If proven effective, the study can contribute to new rehabilitation methods that persons with ABI can utilize in a home setting, after the post-acute rehabilitation has ended.
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Affiliation(s)
- T Johansen
- Department of Research, Sunnaas Rehabilitation Hospital, Nesodden, Norway.
- Department of Occupational Therapy, Institute of Rehabilitation Science and Health Technology, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway.
| | - M Matre
- Department of Research, Sunnaas Rehabilitation Hospital, Nesodden, Norway
- Department of Psychology, Faculty of Social Sciences, University of Oslo, Oslo, Norway
| | - M Løvstad
- Department of Research, Sunnaas Rehabilitation Hospital, Nesodden, Norway
- Department of Psychology, Faculty of Social Sciences, University of Oslo, Oslo, Norway
| | - A Lund
- Department of Occupational Therapy, Institute of Rehabilitation Science and Health Technology, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
| | - A C Martinsen
- Department of Research, Sunnaas Rehabilitation Hospital, Nesodden, Norway
- Department of Life Sciences and Health, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
| | - A Olsen
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway
- Clinic of Rehabilitation, St. Olavs Hospital, Trondheim University Hospital, Trondheim, Norway
- NorHEAD - Norwegian Centre for Headache Research, Trondheim, Norway
| | - F Becker
- Department of Research, Sunnaas Rehabilitation Hospital, Nesodden, Norway
- Department of Physical Medicine and Rehabilitation, University of Oslo, Oslo, Norway
| | - C Brunborg
- Oslo Centre for Biostatistics & Epidemiology, Oslo University Hospital, Oslo, Norway
| | - J Ponsford
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Clayton, Australia
- Monash-Epworth Rehabilitation Research Centre, Epworth Healthcare, Richmond, Australia
| | - J Spikman
- Department of Neurology, Subdepartment of Neuropsychology, University of Groningen, University Medical Center, Groningen, The Netherlands
| | - D Neumann
- Department of Physical Medicine and Rehabilitation, Indiana University School of Medicine, Indianapolis, USA
| | - S Tornås
- Department of Research, Sunnaas Rehabilitation Hospital, Nesodden, Norway
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Banta Lavenex P, Blandin ML, Gaborieau C, Lavenex P. Well-designed manufacturing work improves some cognitive abilities in individuals with cognitive impairments. FRONTIERS IN REHABILITATION SCIENCES 2024; 5:1377133. [PMID: 38813372 PMCID: PMC11135131 DOI: 10.3389/fresc.2024.1377133] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/26/2024] [Accepted: 04/29/2024] [Indexed: 05/31/2024]
Abstract
Introduction Employment is recognized as a fundamental human right, which correlates with better physical and mental health. Importantly, well-designed work, which considers the physical, social, and psychological impacts of work, can serve to enhance the cognitive abilities of workers. Although often overlooked, work for individuals with disabilities, including cognitive impairments, is equally important for their physical and mental well-being. What has not been established, however, is whether well-designed work can also enhance the cognitive abilities of individuals with cognitive impairments. Methods Using a longitudinal study design, we investigated the impact of well-designed work on the cognitive abilities of 60 participants (operators) at the AMIPI Foundation factories, which employ individuals with cognitive impairments to produce electrical cables and harnesses for the automobile industry. The same operators were assessed at three different time points: upon hiring (n = 60), and after working in the factory for 1 year (n = 41, since 19 left the factory) and 2 years (n = 28, since 13 more left the factory). We used five cognitive tests evaluating: (1) finger and manual dexterity, bimanual dexterity, and procedural memory using the Purdue Pegboard; (2) sustained and selective attention using the Symbol Cancellation Task; (3) short- and long-term declarative verbal memory and long-term verbal recognition memory using Rey's Audio-Verbal Learning Test; (4) short- and long-term visual recognition memory using the Continuous Visual Memory Test; and (5) abstract reasoning using Raven's Standard Progressive Matrices. Results We observed improvements in procedural memory, sustained and selective attention, and short- and long-term visual recognition memory after working in the factory for 1 or 2 years. We did not observe improvements in finger or manual dexterity or bimanual dexterity, nor short- or long-term declarative verbal memory or verbal recognition memory, nor abstract reasoning. Discussion We conclude that, in addition to improving physical and mental well-being, well-designed manufacturing work can serve as a training intervention improving some types of cognitive functioning in individuals with cognitive impairments.
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Affiliation(s)
| | | | | | - Pierre Lavenex
- Laboratory of Brain and Cognitive Development, Institute of Psychology, University of Lausanne, Lausanne, Switzerland
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Wards Y, Ehrhardt SE, Garner KG, Mattingley JB, Filmer HL, Dux PE. Stimulating prefrontal cortex facilitates training transfer by increasing representational overlap. Cereb Cortex 2024; 34:bhae209. [PMID: 38771242 DOI: 10.1093/cercor/bhae209] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2024] [Revised: 04/29/2024] [Accepted: 04/30/2024] [Indexed: 05/22/2024] Open
Abstract
A recent hypothesis characterizes difficulties in multitasking as being the price humans pay for our ability to generalize learning across tasks. The mitigation of these costs through training has been associated with reduced overlap of constituent task representations within frontal, parietal, and subcortical regions. Transcranial direct current stimulation, which can modulate functional brain activity, has shown promise in generalizing performance gains when combined with multitasking training. However, the relationship between combined transcranial direct current stimulation and training protocols with task-associated representational overlap in the brain remains unexplored. Here, we paired prefrontal cortex transcranial direct current stimulation with multitasking training in 178 individuals and collected functional magnetic resonance imaging data pre- and post-training. We found that 1 mA transcranial direct current stimulation applied to the prefrontal cortex paired with multitasking training enhanced training transfer to spatial attention, as assessed via a visual search task. Using machine learning to assess the overlap of neural activity related to the training task in task-relevant brain regions, we found that visual search gains were predicted by changes in classification accuracy in frontal, parietal, and cerebellar regions for participants that received left prefrontal cortex stimulation. These findings demonstrate that prefrontal cortex transcranial direct current stimulation may interact with training-related changes to task representations, facilitating the generalization of learning.
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Affiliation(s)
- Yohan Wards
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
| | - Shane E Ehrhardt
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
| | - Kelly G Garner
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
- Queensland Brain Institute, The University of Queensland, Building 79, Upland Road, St Lucia, Queensland 4072, Australia
- School of Psychology, University of New South Wales, Mathews Building, Gate 11, Botany Street, Randwick, New South Wales 2052, Australia
- School of Psychology, University of Birmingham, Hills Building, Edgbaston Park Rd, Birmingham B15 2TT, United Kingdom
| | - Jason B Mattingley
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
- Queensland Brain Institute, The University of Queensland, Building 79, Upland Road, St Lucia, Queensland 4072, Australia
- School of Psychology, University of Birmingham, Hills Building, Edgbaston Park Rd, Birmingham B15 2TT, United Kingdom
| | - Hannah L Filmer
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
| | - Paul E Dux
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
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Gupta RS, Simmons AN, Dugas NN, Stout DM, Harlé KM. Motivational context and neurocomputation of stop expectation moderate early attention responses supporting proactive inhibitory control. Front Hum Neurosci 2024; 18:1357868. [PMID: 38628969 PMCID: PMC11019005 DOI: 10.3389/fnhum.2024.1357868] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2023] [Accepted: 03/18/2024] [Indexed: 04/19/2024] Open
Abstract
Alterations in attention to cues signaling the need for inhibitory control play a significant role in a wide range of psychopathology. However, the degree to which motivational and attentional factors shape the neurocomputations of proactive inhibitory control remains poorly understood. The present study investigated how variation in monetary incentive valence and stake modulate the neurocomputational signatures of proactive inhibitory control. Adults (N = 46) completed a Stop-Signal Task (SST) with concurrent EEG recording under four conditions associated with stop performance feedback: low and high punishment (following unsuccessful stops) and low and high reward (following successful stops). A Bayesian learning model was used to infer individual's probabilistic expectations of the need to stop on each trial: P(stop). Linear mixed effects models were used to examine whether interactions between motivational valence, stake, and P(stop) parameters predicted P1 and N1 attention-related event-related potentials (ERPs) time-locked to the go-onset stimulus. We found that P1 amplitudes increased at higher levels of P(stop) in punished but not rewarded conditions, although P1 amplitude differences between punished and rewarded blocks were maximal on trials when the need to inhibit was least expected. N1 amplitudes were positively related to P(stop) in the high punishment condition (low N1 amplitude), but negatively related to P(stop) in the high reward condition (high N1 amplitude). Critically, high P(stop)-related N1 amplitude to the go-stimulus predicted behavioral stop success during the high reward block, providing evidence for the role of motivationally relevant context and inhibitory control expectations in modulating the proactive allocation of attentional resources that affect inhibitory control. These findings provide novel insights into the neurocomputational mechanisms underlying proactive inhibitory control under valence-dependent motivational contexts, setting the stage for developing motivation-based interventions that boost inhibitory control.
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Affiliation(s)
- Resh S. Gupta
- Department of Psychological & Brain Sciences, Washington University in St. Louis, St. Louis, MO, United States
| | - Alan N. Simmons
- Center of Excellence for Stress and Mental Health, VA San Diego Healthcare System, San Diego, CA, United States
- Department of Psychiatry, University of California, San Diego, La Jolla, CA, United States
| | - Nathalie N. Dugas
- Department of Psychiatry, University of California, San Diego, La Jolla, CA, United States
| | - Daniel M. Stout
- Center of Excellence for Stress and Mental Health, VA San Diego Healthcare System, San Diego, CA, United States
- Department of Psychiatry, University of California, San Diego, La Jolla, CA, United States
| | - Katia M. Harlé
- Center of Excellence for Stress and Mental Health, VA San Diego Healthcare System, San Diego, CA, United States
- Department of Psychiatry, University of California, San Diego, La Jolla, CA, United States
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Bombonato C, Del Lucchese B, Ruffini C, Di Lieto MC, Brovedani P, Sgandurra G, Cioni G, Pecini C. Far Transfer Effects of Trainings on Executive Functions in Neurodevelopmental Disorders: A Systematic Review and Metanalysis. Neuropsychol Rev 2024; 34:98-133. [PMID: 36633797 PMCID: PMC10920464 DOI: 10.1007/s11065-022-09574-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Accepted: 12/01/2022] [Indexed: 01/13/2023]
Abstract
Executive Functions are a set of interrelated, top-down processes essential for adaptive goal-directed behaviour, frequently impaired across different neurodevelopmental disorders with variable degrees of severity. Many executive-function-training studies in children with neurodevelopmental disorders have focused on near effects, investigating post-treatment improvements on directly trained processes, while enhancements of skills not directly trained, defined as far effects, are less considered, albeit these could be extremely relevant for reducing the negative impact of a disorder's core symptomatology. This systematic review and metanalysis aims to investigate the far effect outcomes after EF training in children with different types of neurodevelopmental disorders. 17 studies met the inclusion criteria for the systematic review, while 15 studies were selected in the metanalysis. An overall statistically significant effect size was found in the majority of far effect outcome measures considered in the studies. In particular, trainings on executive functions determine significant far effects on daily life functioning (0.46, 95% CI: [0.05-0.87]) and clinical symptoms (0.33, 95% CI: [0.15-0.51]). Despite a high variability of the results, intensity, frequency and the laboratory/life contexts dimension seem to be the most influential variables in determining far effects. This systematic review and metanalysis highlights the need to measure far effects of executive function training in neurodevelopmental disorders, selecting treatments not only on directly targeted processes, but also according to far impacts on the functional weakness of the disorder.
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Affiliation(s)
- Clara Bombonato
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
- Tuscan Programme of Neuroscience, University of Florence, Pisa and Siena, Italy
| | - Benedetta Del Lucchese
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
- Tuscan Programme of Neuroscience, University of Florence, Pisa and Siena, Italy
| | - Costanza Ruffini
- Department of Education, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Languages, Florence, Italy
| | - Maria Chiara Di Lieto
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
| | - Paola Brovedani
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
| | - Giuseppina Sgandurra
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy.
- Department of Clinical and Experimental Medicine, University of Pisa, Pisa, Italy.
| | - Giovanni Cioni
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
| | - Chiara Pecini
- Department of Education, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Languages, Florence, Italy
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Dong P, Li W, Hu Q, Wu T, Jiang Y, Jin H, Xu C, Buschkuehl M, Jaeggi SM, Zhang Q. The relation between effortful control and executive function training in preschoolers. J Exp Child Psychol 2024; 238:105778. [PMID: 37748340 DOI: 10.1016/j.jecp.2023.105778] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2023] [Revised: 08/13/2023] [Accepted: 08/28/2023] [Indexed: 09/27/2023]
Abstract
In recent years, the question of whether executive function (EF) is malleable has been widely documented. Despite using the same training tasks, transfer effects remain uncertain. Researchers suggested that the inconsistency might be attributed to individual differences in temperamental traits. In the current study, we investigated how effortful control, a temperamental trait, would affect EF training outcomes in children. Based on parent rating, 79 6-year-old preschoolers were identified as having higher or lower effort control and were assigned to three conditions: working memory (WM) training, inhibitory control (IC) training, and a business-as-usual control group. Children completed assessments at baseline, 1 week after intervention (posttest), and 3 months after intervention (follow-up). As compared with the control group, the WM and IC training groups showed improvement in both trained tasks and nontrained measures. At baseline, children with higher effortful control scores showed greater WM capacity and better IC. Furthermore, effortful control was positively correlated with training gain in both training groups, with children with higher effortful control benefitting more through training. In the WM training group, effortful control was positively correlated with near transfer on WM outcomes both immediately and longitudinally. At posttest, the WM and IC training groups showed a positive correlation between effortful control and fluid intelligence performance. Our results underscore the importance of individual differences in training benefits, in particular the role of effortful control, and further illustrate the potential avenues for designing more effective individualized cognitive training programs to foster learning and optimize children's development.
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Affiliation(s)
- Peiqi Dong
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310028, China
| | - Wei Li
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310028, China
| | - Qiong Hu
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310028, China
| | - Tianqi Wu
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310028, China
| | - Yiheng Jiang
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310028, China
| | - Huan Jin
- Hangzhou Bud Kindergarten, Hangzhou 310052, China
| | - Cihua Xu
- School of Philosophy, Zhejiang University, Hangzhou 310027, China
| | | | - Susanne M Jaeggi
- School of Education, University of California, Irvine, Irvine, CA 92697, USA
| | - Qiong Zhang
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310028, China.
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Yan S, Shen S, Lu Q, Zhong S, Lv S, Lai S, Luo Y, Ran H, Duan M, Song K, Ye K, Jia Y. Virtual reality working memory training improves cognitive performance of acute and remitted patients with major depressive disorder. J Affect Disord 2024; 344:267-276. [PMID: 37838265 DOI: 10.1016/j.jad.2023.10.067] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/27/2023] [Revised: 09/14/2023] [Accepted: 10/09/2023] [Indexed: 10/16/2023]
Abstract
BACKGROUND Cognitive training is effective in treating neuropsychological impairment in patients with major depressive disorder (MDD), and virtual reality (VR) is a promising tool to provide such training. However, studies using VR-based working memory (WM) training in treating depressed patients' cognitive impairment are extremely scarce and how it affects cognitive performance remains unclear. Therefore, we aimed to determine the efficacy of VR-WM training in acute and remitted depressed patients and try to investigate its potential mechanisms. METHODS Forty-two patients with MDD (22 acute patients and 20 remitted patients) received 20-session VR-WM training, while 22 healthy controls (HC) received no intervention. WM and other cognitive domains' performance were assessed by the Massachusetts General Hospital Cognitive and Physical Functioning Questionnaire (CPFQ) and the MATRICS Consensus Cognitive Battery (MCCB) before and after the intervention. Depressive symptoms were assessed by the 24-item Hamilton Depression Rating Scale (24-HDRS) at the same time points. RESULTS Acute and remitted MDD patients both exhibited significant improvements from pre- to post-training in WM, processing speed, visual learning, reasoning and problem-solving, and total cognition (all p < 0.05). Significant groups-by-time interactions were observed for the 24-HDRS score (p < 0.05). Mediation analysis showed that 24-HDRS score partially mediated the association between the effect of VR-WM training on WM and total cognition performance in total depressive samples. CONCLUSIONS VR-WM training effectively improved WM and other cognitive domains' performance in both acute and remitted MDD patients. Besides, VR-WM training improves WM and total cognition performance in MDD patients partially via the enhancement of depressive symptoms.
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Affiliation(s)
- Shuya Yan
- Department of Psychiatry, First Affiliated Hospital of Jinan University, Guangzhou 510630, China
| | - Shiyi Shen
- Department of Psychiatry, First Affiliated Hospital of Jinan University, Guangzhou 510630, China; School of Management, Jinan University, Guangzhou 510630, China
| | - Qianyi Lu
- Department of Psychiatry, First Affiliated Hospital of Jinan University, Guangzhou 510630, China; Guangdong University of Finance, Guangzhou 510521, China
| | - Shuming Zhong
- Department of Psychiatry, First Affiliated Hospital of Jinan University, Guangzhou 510630, China
| | - Sihui Lv
- Department of Psychiatry, First Affiliated Hospital of Jinan University, Guangzhou 510630, China
| | - Shunkai Lai
- Department of Psychiatry, First Affiliated Hospital of Jinan University, Guangzhou 510630, China
| | - Yange Luo
- School of Management, Jinan University, Guangzhou 510630, China; Department of Clinical Psychology, The Eighth Affiliated Hospital, Sun Yat-Sen University, Shenzhen 518033, China
| | - Hanglin Ran
- School of Management, Jinan University, Guangzhou 510630, China; School of Public Health, Chongqing Medical University, Chongqing 400016, China
| | - Manying Duan
- School of Management, Jinan University, Guangzhou 510630, China
| | - Kailin Song
- School of Management, Jinan University, Guangzhou 510630, China
| | - Kaiwei Ye
- School of Management, Jinan University, Guangzhou 510630, China
| | - Yanbin Jia
- Department of Psychiatry, First Affiliated Hospital of Jinan University, Guangzhou 510630, China.
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11
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Wards Y, Ehrhardt SE, Filmer HL, Mattingley JB, Garner KG, Dux PE. Neural substrates of individual differences in learning generalization via combined brain stimulation and multitasking training. Cereb Cortex 2023; 33:11679-11694. [PMID: 37930735 DOI: 10.1093/cercor/bhad406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2023] [Revised: 10/05/2023] [Accepted: 10/11/2023] [Indexed: 11/07/2023] Open
Abstract
A pervasive limitation in cognition is reflected by the performance costs we experience when attempting to undertake two tasks simultaneously. While training can overcome these multitasking costs, the more elusive objective of training interventions is to induce persistent gains that transfer across tasks. Combined brain stimulation and cognitive training protocols have been employed to improve a range of psychological processes and facilitate such transfer, with consistent gains demonstrated in multitasking and decision-making. Neural activity in frontal, parietal, and subcortical regions has been implicated in multitasking training gains, but how the brain supports training transfer is poorly understood. To investigate this, we combined transcranial direct current stimulation of the prefrontal cortex and multitasking training, with functional magnetic resonance imaging in 178 participants. We observed transfer to a visual search task, following 1 mA left or right prefrontal cortex transcranial direct current stimulation and multitasking training. These gains persisted for 1-month post-training. Notably, improvements in visual search performance for the right hemisphere stimulation group were associated with activity changes in the right hemisphere dorsolateral prefrontal cortex, intraparietal sulcus, and cerebellum. Thus, functional dynamics in these task-general regions determine how individuals respond to paired stimulation and training, resulting in enhanced performance on an untrained task.
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Affiliation(s)
- Yohan Wards
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
| | - Shane E Ehrhardt
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
| | - Hannah L Filmer
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
| | - Jason B Mattingley
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
- Queensland Brain Institute, The University of Queensland, Building 79, Upland Road, St Lucia, Queensland 4072, Australia
- Canadian Institute for Advanced Research, MaRS Centre, West tower, 661 University Ave., Suite 505, Toronto, Ontario M5G 1M1, Canada
| | - Kelly G Garner
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
- Queensland Brain Institute, The University of Queensland, Building 79, Upland Road, St Lucia, Queensland 4072, Australia
- School of Psychology, University of New South Wales, Mathews Building, Gate 11, Botany Street, Randwick, New South Wales 2052, Australia
- School of Psychology, University of Birmingham, Hills Building, Edgbaston Park Rd, Birmingham B15 2TT, United Kingdom
| | - Paul E Dux
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
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12
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Lian A, Fan Q, Wang W, Liu Q, Shi J, Zhuang M, Li Y, Liu X. Effect of 12-week shen-based qigong exercise on the residual symptoms of schizophrenia: Study protocol for a single-centre randomised controlled trial. Contemp Clin Trials Commun 2023; 36:101214. [PMID: 37842323 PMCID: PMC10568084 DOI: 10.1016/j.conctc.2023.101214] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Revised: 09/04/2023] [Accepted: 10/01/2023] [Indexed: 10/17/2023] Open
Abstract
Introduction Negative symptoms and cognitive impairment are common residual symptoms of schizophrenia that seriously affect the quality of life and social function of patients. The intervention of residual symptoms is an important part of schizophrenia rehabilitation. Traditional Chinese exercise has been applied as a supplementary rehabilitation method for schizophrenia. However, research on its use and pertinence in the rehabilitation of residual symptoms remains lacking. In this study, we will verify the intervention effect of a new method, namely, shen-based qigong exercise, on the residual symptoms of schizophrenia, in the hopes of finding a safe and effective rehabilitation method for the residual symptoms of schizophrenia. Methods This is a single-centre randomised controlled trial. A total of 60 schizophrenics who meet the criteria will be randomly divided into the control and intervention groups in accordance with the ratio of 1:1. Conventional drug treatment will remain unchanged in both groups. In this case, the control group will be given daily rehabilitation, whereas the intervention group will be given daily rehabilitation and shen-based qigong exercise intervention. The intervention period will be 12 weeks. The primary outcome will be negative symptoms assessed by the Scale for the Assessment of Negative Symptoms. The secondary outcome will be the global cognitive function assessed by the Repeatable Battery for the Assessment of Neuropsychological Status and event-related potential P300. Other outcomes will include specific cognitive domain (i.e. working memory), quality of life and social function. The results will be measured within 1 week before and after the intervention. Discussion The results of this study will likely help find an economical and convenient rehabilitation method for the residual symptoms of schizophrenia and, at the same time, may promote the popularisation and application of traditional Chinese exercises and traditional Chinese medicine theories in the treatment of mental diseases. Trial registration ClinicalTrials.gov registry number: NCT05310955.
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Affiliation(s)
- Anbei Lian
- Department of Occupational Therapy, Shanghai YangZhi Rehabilitation Hospital (Shanghai Sunshine Rehabilitation Center), Shanghai, China
| | - Qing Fan
- Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
- Shanghai Institute of Traditional Chinese Medicine for Mental Health, Shanghai, China
- Shanghai Key Laboratory of Psychotic Disorders, Shanghai, China
| | - Wenzheng Wang
- Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Qinxin Liu
- Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Jiacheng Shi
- School of Rehabilitation Science, Shanghai University of Traditional Chinese Medicine, Shanghai, China
| | - Min Zhuang
- Department of Rehabilitation, Huashan Hospital Fudan University, Shanghai, China
| | - Yujie Li
- School of Rehabilitation Science, Shanghai University of Traditional Chinese Medicine, Shanghai, China
- Department of Psychiatric Rehabilitation, Wuxi Mental Health Centre, Wuxi, China
| | - Xiaodan Liu
- School of Rehabilitation Science, Shanghai University of Traditional Chinese Medicine, Shanghai, China
- Engineering Research Center of Intelligent Rehabilitation of Traditional Chinese Medicine, Ministry of Education, Shanghai University of Traditional Chinese Medicine, Shanghai, China
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13
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Nahas C, Gandit M, Quillion-Dupré L, Monfort E. How to engage patients in computerized cognitive training: a cognitive rehabilitation expert's perspective. Disabil Rehabil Assist Technol 2023:1-13. [PMID: 37994038 DOI: 10.1080/17483107.2023.2284879] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Accepted: 11/08/2023] [Indexed: 11/24/2023]
Abstract
PURPOSE The relationship between a patient and their therapist plays a crucial role in patient engagement. While Computerized Cognitive Training (CCT) may assist in preserving cognitive skills in cases of aging, dementia or acquired brain injuries, its effectiveness has not been definitively proven. Improving user engagement, acceptance, and software usability could aid in addressing this issue. The present study aims to identify potential obstacles and facilitators by examining the perspectives of rehabilitation professionals on the current usage of CCT software. METHODS Semi-structured interviews were conducted with 16 rehabilitation professionals, familiar with a CCT software. The data were transcribed and followed by an independent iterative thematic analysis. RESULTS Two major themes were identified: (1) facilitating factors and (2) difficulties related to use. The main obstacles were difficulties related to the computerized nature of the exercises, technology use, understanding the software and general learning difficulties. The main facilitators were the ecological and novel nature of the exercises, and the adaptability of the difficulty levels. CONCLUSION The complexity of the CCT presents challenges for its usage by rehabilitation professionals, which in turn can impede patient utilization as well. To address this issue and promote sustainable use of the software, providing instruction delivery to facilitate learning and understanding of the CCT is essential. Additionally, creating a standardized foundation that therapists can refer to for guidance may also aid in optimizing the software's usage. It is recommended to utilize a model for CCT acceptability and acceptance in developing these solutions to enhance patient engagement.
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Affiliation(s)
- Christelle Nahas
- TIMC Laboratory, Universite Grenoble Alpes, CNRS, UMR 5525, VetAgro Sup, Grenoble INP, Grenoble, France
- LIP/PC2S, EA 4145, Universite Grenoble Alpes, Grenoble, France
- COVIRTUA Healthcare, Colomiers, France
| | - Marc Gandit
- LIP/PC2S, EA 4145, Universite Grenoble Alpes, Grenoble, France
| | | | - Emmanuel Monfort
- TIMC Laboratory, Universite Grenoble Alpes, CNRS, UMR 5525, VetAgro Sup, Grenoble INP, Grenoble, France
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14
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Ferguson L, Sain D, Kürüm E, Strickland-Hughes CM, Rebok GW, Wu R. One-year cognitive outcomes from a multiple real-world skill learning intervention with older adults. Aging Ment Health 2023; 27:2134-2143. [PMID: 37059695 DOI: 10.1080/13607863.2023.2197847] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/24/2022] [Accepted: 03/21/2023] [Indexed: 04/16/2023]
Abstract
OBJECTIVES Novel skill learning has been shown to have cognitive benefits in the short-term (up to a few months). Two studies expanded on prior research by investigating whether learning multiple novel real-world skills simultaneously (e.g. Spanish, drawing, music composition), for a minimum of six hours a week, would yield 1-year cognitive gains. METHOD Following a 3-month multi-skill learning intervention, Study 1 (N = 6, Mage = 66 years, SDage = 6.41) and Study 2 (N = 27, Mage = 69 years, SDage = 7.12) participants completed follow-up cognitive assessments 3 months, 6 months, and one year after the intervention period. Cognitive assessments tested executive function (working memory and cognitive control) and verbal episodic memory. RESULTS Linear mixed-effects models revealed improvements in multiple cognitive outcomes from before the intervention to the follow-up timepoints. Specifically, executive function increased from pre-test to the 1-year follow-up for both studies (an effect driven mostly by cognitive control scores). DISCUSSION Our findings provide evidence that simultaneously learning real-world skills can lead to long-term improvements in cognition during older adulthood. Future work with diverse samples could investigate individual differences in gains. Overall, our findings promote the benefits of lifelong learning, namely, to improve cognitive abilities in older adulthood.
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Affiliation(s)
- Leah Ferguson
- Department of Psychology, UC Riverside, Riverside, CA, USA
| | - Debaleena Sain
- Department of Statistics, UC Riverside, Riverside, CA, USA
| | - Esra Kürüm
- Department of Statistics, UC Riverside, Riverside, CA, USA
| | | | - George W Rebok
- Bloomberg School of Public Health and Johns Hopkins Center on Aging and Health, Johns Hopkins University, Baltimore, MD, USA
| | - Rachel Wu
- Department of Psychology, UC Riverside, Riverside, CA, USA
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15
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Fertuck EA, Fischer SA, Melara RD. Atypical Neural Plasticity and Behavioral Effects of Trustworthiness Learning in Borderline Personality Disorder Features. J Pers Disord 2023; 37:542-558. [PMID: 37903017 DOI: 10.1521/pedi.2023.37.5.542] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/01/2023]
Abstract
This study distinguishes interpersonal trust learning with a novel trust learning paradigm in participants high (H-BPD) and low (L-BPD) in BPD features. Neutral faces were paired with trust-relevant behaviors in four conditions: trustworthy, untrustworthy, ambiguously trustworthy, and mixed trustworthiness. After training, participants rated faces on untrustworthiness as electroencephalographic measures were recorded. H-BPD rated neutral faces as significantly more untrustworthy than L-BPD at both time periods. Negative and ambiguous trustworthiness pairing conditions led to higher ratings of untrustworthiness, whereas trustworthy and mixed descriptors led to lower ratings of untrustworthiness. Learning enhanced the amplitude of an early sensory event-related potential (ERP) component (i.e., P1) for both groups. The slow-wave ERP, an index of sustained attention, revealed greater focus after learning to trustworthy descriptors in H-BPD and to untrustworthy descriptors in L-BPD. H-BPD utilized greater effort to overcome an inherent mistrust bias and L-BPD to overcome unexpected untrustworthy information.
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16
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Feng Y, Pahor A, Seitz AR, Barbour DL, Jaeggi SM. Unicorn, Hare, or Tortoise? Using Machine Learning to Predict Working Memory Training Performance. J Cogn 2023; 6:53. [PMID: 37692193 PMCID: PMC10487130 DOI: 10.5334/joc.319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Accepted: 08/15/2023] [Indexed: 09/12/2023] Open
Abstract
People differ considerably in the extent to which they benefit from working memory (WM) training. Although there is increasing research focusing on individual differences associated with WM training outcomes, we still lack an understanding of which specific individual differences, and in what combination, contribute to inter-individual variations in training trajectories. In the current study, 568 undergraduates completed one of several N-back intervention variants over the course of two weeks. Participants' training trajectories were clustered into three distinct training patterns (high performers, intermediate performers, and low performers). We applied machine-learning algorithms to train a binary tree model to predict individuals' training patterns relying on several individual difference variables that have been identified as relevant in previous literature. These individual difference variables included pre-existing cognitive abilities, personality characteristics, motivational factors, video game experience, health status, bilingualism, and socioeconomic status. We found that our classification model showed good predictive power in distinguishing between high performers and relatively lower performers. Furthermore, we found that openness and pre-existing WM capacity to be the two most important factors in distinguishing between high and low performers. However, among low performers, openness and video game background were the most significant predictors of their learning persistence. In conclusion, it is possible to predict individual training performance using participant characteristics before training, which could inform the development of personalized interventions.
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Affiliation(s)
- Yi Feng
- University of California, Irvine, School of Education, School of Social Sciences (Department of Cognitive Sciences), Irvine, California, USA
| | - Anja Pahor
- University of California, Riverside, Department of Psychology, Riverside, California, USA
- Northeastern University, Department of Psychology, Boston, Massachusetts, USA
- University of Maribor, Department of Psychology, Maribor, Slovenia
| | - Aaron R. Seitz
- University of California, Riverside, Department of Psychology, Riverside, California, USA
- Northeastern University, Department of Psychology, Boston, Massachusetts, USA
| | - Dennis L. Barbour
- Washington University in St. Louis, Department of Biomedical Engineering, St. Louis, Missouri, USA
| | - Susanne M. Jaeggi
- University of California, Irvine, School of Education, School of Social Sciences (Department of Cognitive Sciences), Irvine, California, USA
- Northeastern University, Department of Psychology, Boston, Massachusetts, USA
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17
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Tullo D, Feng Y, Pahor A, Cote JM, Seitz AR, Jaeggi SM. Investigating the Role of Individual Differences in Adherence to Cognitive Training. J Cogn 2023; 6:48. [PMID: 37636013 PMCID: PMC10453960 DOI: 10.5334/joc.315] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2023] [Accepted: 07/31/2023] [Indexed: 08/29/2023] Open
Abstract
Consistent with research across several domains, intervention adherence is associated with desired outcomes. Our study investigates adherence, defined by participants' commitment to, persistence with, and compliance with an intervention's regimen, as a key mechanism underlying cognitive training effectiveness. We examine this relationship in a large and diverse sample comprising 4,775 adults between the ages of 18 and 93. We test the predictive validity of individual difference factors, such as age, gender, cognitive capability (i.e., fluid reasoning and working memory), grit, ambition, personality, self-perceived cognitive failures, socioeconomic status, exercise, and education on commitment to and persistence with a 20-session cognitive training regimen, as measured by the number of sessions completed. Additionally, we test the relationship between compliance measures: (i) spacing between training sessions, as measured by the average time between training sessions, and (ii) consistency in the training schedule, as measured by the variance in time between training sessions, with performance trajectories on the training task. Our data suggest that none of these factors reliably predict commitment to, persistence with, or compliance with cognitive training. Nevertheless, the lack of evidence from the large and representative sample extends the knowledge from previous research exploring limited, heterogenous samples, characterized by older adult populations. The absence of reliable predictors for commitment, persistence, and compliance in cognitive training suggests that nomothetic factors may affect program adherence. Future research will be well served to examine diverse approaches to increasing motivation in cognitive training to improve program evaluation and reconcile the inconsistency in findings across the field.
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Affiliation(s)
| | - Yi Feng
- University of California Irvine, Irvine, USA
| | - Anja Pahor
- Univerza v Mariboru, Maribor, Slovenia
- Northeastern University, Boston, USA
- University of California Riverside, Riverside, USA
| | | | - Aaron R. Seitz
- Northeastern University, Boston, USA
- University of California Riverside, Riverside, USA
| | - Susanne M. Jaeggi
- University of California Irvine, Irvine, USA
- Northeastern University, Boston, USA
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18
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Rezende G, Le Stanc L, Menu I, Cassotti M, Aïte A, Salvia E, Houdé O, Borst G, Cachia A. Differential effects of mindfulness meditation and cognitive training on cool and hot inhibitory control in children and adolescents. J Exp Child Psychol 2023; 235:105741. [PMID: 37441988 DOI: 10.1016/j.jecp.2023.105741] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2023] [Revised: 06/12/2023] [Accepted: 06/16/2023] [Indexed: 07/15/2023]
Abstract
Inhibitory control (IC) can occur either in a neutral context (cool) or in social contexts involving emotions (hot). Cool and hot IC have specific developmental trajectories; cool IC develops linearly from childhood to adulthood, whereas hot IC follows a quadratic trajectory. Some activities can improve the IC, such as cognitive training (CT) and mindfulness meditation (MM). The aim of our study was to compare the effects of 5 weeks of computerized MM versus CT on IC performance in 66 children (9-10 years old) and 63 adolescents (16-17 years old) by specifically analyzing cool and hot dimensions in the same participants and from a developmental perspective. We fit a linear mixed-effect model on the Stroop interference score with time (pretest vs. posttest) and type of conflict (cool vs. hot) as within-participant factors and intervention group (CT vs. MM) and age group (child vs. adolescent) as between-participant factors. The findings revealed that children but not adolescents benefitted from interventions. More specifically, CT improved cool IC but not hot IC, whereas MM practice improved hot IC but not cool IC. This study supports the benefits of MM at a young age. Theoretical issues linking MM programs to emotional competence grounded in hot IC skills are considered in academic settings.
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Affiliation(s)
- Gabriela Rezende
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France
| | - Lorna Le Stanc
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France
| | - Iris Menu
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France
| | - Mathieu Cassotti
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France
| | - Ania Aïte
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France
| | - Emilie Salvia
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France
| | - Olivier Houdé
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France; Institut Universitaire de France, 75005 Paris, France
| | - Grégoire Borst
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France; Institut Universitaire de France, 75005 Paris, France
| | - Arnaud Cachia
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France; Imaging Biomarkers for Brain Development and Disorders, Université Paris Cité, UMR INSERM 1266, GHU Paris Psychiatrie & Neurosciences, 75005 Paris, France.
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Klichowski M, Wicher A, Kruszwicka A, Golebiewski R. Reverse effect of home-use binaural beats brain stimulation. Sci Rep 2023; 13:11079. [PMID: 37422545 PMCID: PMC10329717 DOI: 10.1038/s41598-023-38313-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2023] [Accepted: 07/06/2023] [Indexed: 07/10/2023] Open
Abstract
Binaural beats brain stimulation is a popular strategy for supporting home-use cognitive tasks. However, such home-use brain stimulation may be neutral to cognitive processes, and any intellectual improvement may be only a placebo effect. Thus, without belief in it, it may bring no benefits. Here we test 1000 individuals at their homes as they perform a two-part fluid intelligence test. Some took the second part listening to binaural beats, while others took it in silence or listening to other sounds. The binaural beats group was divided into three subgroups. The first one was informed that they would listen to sounds that improve the brain's work, the second that neutral sounds, and the third that some sounds the nature of which was not defined. We found that listening to binaural beats was not neutral, as it dramatically deteriorated the score irrespective of the condition. Silence or other sounds had no effect. Thus, home-use binaural beats brain stimulation brings reverse effects to those assumed: instead of supporting the effectiveness of cognitive activities, it may weaken them.
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Affiliation(s)
- Michal Klichowski
- Cognitive Neuroscience Center, Adam Mickiewicz University, Poznan, Poland.
- Learning Laboratory, Faculty of Educational Studies, Adam Mickiewicz University, Poznan, Poland.
| | - Andrzej Wicher
- Cognitive Neuroscience Center, Adam Mickiewicz University, Poznan, Poland
- Department of Acoustics, Faculty of Physics, Adam Mickiewicz University, Poznan, Poland
| | - Agnieszka Kruszwicka
- Cognitive Neuroscience Center, Adam Mickiewicz University, Poznan, Poland
- Learning Laboratory, Faculty of Educational Studies, Adam Mickiewicz University, Poznan, Poland
| | - Roman Golebiewski
- Cognitive Neuroscience Center, Adam Mickiewicz University, Poznan, Poland
- Department of Acoustics, Faculty of Physics, Adam Mickiewicz University, Poznan, Poland
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20
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Jaeggi SM, Weaver AN, Carbone E, Trane FE, Smith-Peirce RN, Buschkuehl M, Flueckiger C, Carlson M, Jonides J, Borella E. EngAge - A metacognitive intervention to supplement working memory training: A feasibility study in older adults. AGING BRAIN 2023; 4:100083. [PMID: 38098966 PMCID: PMC10719574 DOI: 10.1016/j.nbas.2023.100083] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Revised: 03/31/2023] [Accepted: 06/15/2023] [Indexed: 12/17/2023] Open
Abstract
Working Memory (WM) training has shown promise in supporting cognitive functioning in older adult populations, but effects that generalize beyond the trained task have been inconsistent. Targeting cognitive processes in isolation might be a limiting factor given that metacognitive and motivational factors have been shown to impact older adults' engagement with challenging cognitive activities, such as WM training. The current feasibility study implemented a novel metacognitive intervention in conjunction with WM training in older adults and examined its potential amplifying short- and long-term effects on cognitive and self-report outcomes as compared to WM or active control training alone. One-hundred and nineteen older adults completed a cognitive training over the course of 20 sessions at home. The cognitive training targeted either WM or general knowledge. In addition, one of the WM training groups completed a metacognitive program via group seminars. We tested for group differences in WM, inhibitory control, and episodic memory, and we assessed participants' perceived self-efficacy and everyday memory failures. At post-test, we replicated earlier work by demonstrating that participants who completed the WM intervention outperformed the active control group in non-trained WM measures, and to some extent, in inhibitory control. However, we found no evidence that the supplemental metacognitive program led to benefits over and above the WM intervention. Nonetheless, we conclude that our metacognitive program is a step in the right direction given the tentative long-term effects and participants' positive feedback, but more longitudinal data with larger sample sizes are needed to confirm these early findings.
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Affiliation(s)
| | | | - Elena Carbone
- Department of General Psychology, University of Padova, Italy
| | | | | | | | | | | | | | - Erika Borella
- Department of General Psychology, University of Padova, Italy
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Guo A, Yang W, Yang X, Lin J, Li Z, Ren Y, Yang J, Wu J. Audiovisual n-Back Training Alters the Neural Processes of Working Memory and Audiovisual Integration: Evidence of Changes in ERPs. Brain Sci 2023; 13:992. [PMID: 37508924 PMCID: PMC10377064 DOI: 10.3390/brainsci13070992] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2023] [Revised: 05/15/2023] [Accepted: 05/16/2023] [Indexed: 07/30/2023] Open
Abstract
(1) Background: This study investigates whether audiovisual n-back training leads to training effects on working memory and transfer effects on perceptual processing. (2) Methods: Before and after training, the participants were tested using the audiovisual n-back task (1-, 2-, or 3-back), to detect training effects, and the audiovisual discrimination task, to detect transfer effects. (3) Results: For the training effect, the behavioral results show that training leads to greater accuracy and faster response times. Stronger training gains in accuracy and response time using 3- and 2-back tasks, compared to 1-back, were observed in the training group. Event-related potentials (ERPs) data revealed an enhancement of P300 in the frontal and central regions across all working memory levels after training. Training also led to the enhancement of N200 in the central region in the 3-back condition. For the transfer effect, greater audiovisual integration in the frontal and central regions during the post-test rather than pre-test was observed at an early stage (80-120 ms) in the training group. (4) Conclusion: Our findings provide evidence that audiovisual n-back training enhances neural processes underlying a working memory and demonstrate a positive influence of higher cognitive functions on lower cognitive functions.
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Affiliation(s)
- Ao Guo
- Cognitive Neuroscience Laboratory, Graduate School of Interdisciplinary Science and Engineering in Health Systems, Okayama University, Okayama 700-8530, Japan
| | - Weiping Yang
- Department of Psychology, Faculty of Education, Hubei University, Wuhan 430062, China
- Brain and Cognition Research Center (BCRC), Faculty of Education, Hubei University, Wuhan 430062, China
| | - Xiangfu Yang
- Department of Psychology, Faculty of Education, Hubei University, Wuhan 430062, China
| | - Jinfei Lin
- Department of Psychology, Faculty of Education, Hubei University, Wuhan 430062, China
| | - Zimo Li
- Cognitive Neuroscience Laboratory, Graduate School of Interdisciplinary Science and Engineering in Health Systems, Okayama University, Okayama 700-8530, Japan
| | - Yanna Ren
- Department of Psychology, College of Humanities and Management, Guizhou University of Traditional Chinese Medicine, Guiyang 550003, China
| | - Jiajia Yang
- Cognitive Neuroscience Laboratory, Graduate School of Interdisciplinary Science and Engineering in Health Systems, Okayama University, Okayama 700-8530, Japan
- Applied Brain Science Lab., Graduate School of Interdisciplinary Science and Engineering in Health Systems, Okayama University, Okayama 700-8530, Japan
| | - Jinglong Wu
- School of Medical Technology, Beijing Institute of Technology, Beijing 100811, China
- Cognitive Neuroscience Laboratory, Graduate School of Interdisciplinary Science and Engineering in Health Systems, Okayama University, Okayama 700-8530, Japan
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22
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Miller AL, Palmer KK, Wang L, Wang C, Riley HO, McClelland MM, Robinson LE. Mastery-oriented motor competence intervention improves behavioral but not cognitive self-regulation in head start preschoolers: Randomized controlled trial results. Scand J Med Sci Sports 2023; 33:725-736. [PMID: 36577657 PMCID: PMC10441036 DOI: 10.1111/sms.14294] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Revised: 12/10/2022] [Accepted: 12/19/2022] [Indexed: 12/30/2022]
Abstract
Motor competence and self-regulation develop rapidly in early childhood; emerging work suggests motor competence interventions as a promising way to promote self-regulation (e.g., behavioral inhibition; cognitive flexibility) in young children. We tested the impact of a mastery-focused motor competence intervention (Children's Health Activity Motor Program [CHAMP])1 on behavioral and cognitive aspects of self-regulation among children attending Head Start. Grounded in Achievement Goal Theory, CHAMP encourages children's autonomy to navigate a mastery-oriented motor skill learning environment. Children (M age = 53.4 months, SD = 3.2) were cluster-randomized by classroom (6 per condition) to an intervention (n = 67) or control condition (n = 45). Behavioral self-regulation skills were assessed using the Head-Toes-Knees-Shoulders task (HTKS). Cognitive self-regulation skills were assessed using working memory and dimensional card-sorting executive function tasks. Random-effects hurdle models accounting for zero-inflated distributions indicated that children receiving CHAMP, versus not, were almost 3 times more likely to have non-zero HTKS scores at post-test; OR: 2.98 (CI 1.53, 5.81); however, there were no effects on any cognitive aspects of self-regulation (all p's > 0.05). Mastery climate motor competence interventions are an ecologically valid strategy that may have a greater impact on preschoolers' behavioral than cognitive aspects of self-regulation.
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Affiliation(s)
- Alison L. Miller
- University of Michigan School of Public Health, Ann Arbor, Michigan, USA
| | - Kara K. Palmer
- University of Michigan School of Kinesiology, Ann Arbor, Michigan, USA
| | - Lu Wang
- University of Michigan School of Public Health, Ann Arbor, Michigan, USA
| | - Chang Wang
- University of Michigan School of Public Health, Ann Arbor, Michigan, USA
| | - Hurley O. Riley
- University of Michigan School of Public Health, Ann Arbor, Michigan, USA
| | - Megan M. McClelland
- Oregon State University College of Public Health and Human Sciences, Corvallis, Oregon, USA
| | - Leah E. Robinson
- University of Michigan School of Kinesiology, Ann Arbor, Michigan, USA
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Hermes M, Maier J, Mittelstädt J, Albers F, Huelmann G, Stelling D. Computer-based training and repeated test performance: Increasing assessment fairness instead of retest effects. EUROPEAN JOURNAL OF WORK AND ORGANIZATIONAL PSYCHOLOGY 2023. [DOI: 10.1080/1359432x.2023.2193692] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/03/2023]
Affiliation(s)
- Michael Hermes
- German Aerospace Center DLR, Department of Aviation and Space Psychology, Hamburg, Germany
| | - Julia Maier
- German Aerospace Center DLR, Department of Aviation and Space Psychology, Hamburg, Germany
| | - Justin Mittelstädt
- German Aerospace Center DLR, Department of Aviation and Space Psychology, Hamburg, Germany
| | - Frank Albers
- German Aerospace Center DLR, Department of Aviation and Space Psychology, Hamburg, Germany
| | - Gerrit Huelmann
- German Aerospace Center DLR, Department of Aviation and Space Psychology, Hamburg, Germany
| | - Dirk Stelling
- German Aerospace Center DLR, Department of Aviation and Space Psychology, Hamburg, Germany
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Plancher G, Naëgelé B, Guinet V, Portrat S, Colliot P. Stroke damages attentional maintenance in working memory. J Neuropsychol 2023; 17:81-88. [PMID: 35941079 DOI: 10.1111/jnp.12287] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2021] [Accepted: 07/13/2022] [Indexed: 11/30/2022]
Abstract
Stroke is the main cause of acquired disability in adults, and specific deficits in working memory (WM) are among the most common cognitive consequences. In neuropsychological routine, WM is most of the time investigated in the framework of the multicomponent model (Baddeley & Hitch, 1974, The psychology of learning and motivation, 47). Using a more recent theoretical WM model, the time-based resource-sharing (TBRS) model (Barrouillet et al., 2011, Psychol. Rev., 118, 175), the aim of the present study was to investigate in young post-stroke patients to which extent attentional maintenance is impaired in WM. To address this question, we discarded other factors known to directly influence WM performance, that is processing speed and short-term memory span. We proposed to 53 post-stroke patients and to 63 healthy controls a complex span paradigm in which participants were asked to alternate between the memorization of a series of images and a concurrent parity judgement task of a series of digits. To investigate the attentional maintenance processes, we manipulated the cognitive load (CL) of the concurrent task. CL effect is typically interpreted as the involvement of attentional maintenance processes. The task was adapted to each participant according to their processing speed and memory span. As expected, the results showed higher recall performance in healthy controls compared with post-stroke patients. Consistent with the literature, we also observed higher performance when the CL was low compared with high. However, the improvement in recall at low CL was smaller for post-stroke patients compared with controls, suggesting that post-stroke WM deficit could be in part due to a deficit of the attentional maintenance processes.
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Affiliation(s)
- Gaën Plancher
- Laboratoire d'Étude des Mécanismes Cognitifs, Université Lumière Lyon 2, Paris, France.,Institut Universitaire de France (IUF), Paris, France
| | | | - Victoria Guinet
- Department of Functional Neurology and Epileptology, Hospices Civils de Lyon, Bron, France
| | - Sophie Portrat
- Université Savoie Mont-Blanc, Université Grenoble Alpes, CNRS, LPNC, Grenoble, France
| | - Pascale Colliot
- Laboratoire d'Étude des Mécanismes Cognitifs, Université Lumière Lyon 2, Paris, France
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Stern P, Kolodny T, Tsafrir S, Cohen G, Shalev L. Near and Far Transfer Effects of Computerized Progressive Attention Training (CPAT) Versus Mindfulness Based Stress Reduction (MBSR) Practice Among Adults With ADHD. J Atten Disord 2023; 27:757-776. [PMID: 36794845 PMCID: PMC10173353 DOI: 10.1177/10870547231155877] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/17/2023]
Abstract
OBJECTIVE The present study evaluated the near (attention) and far (reading, ADHD symptoms, learning, and quality of life) transfer effects of a Computerized Progressive Attention Training (CPAT) versus Mindfulness Based Stress Reduction (MBSR) practice among adults with ADHD compared to a passive group. METHOD Fifty-four adults participated in a non-fully randomized controlled trial. Participants in the intervention groups completed eight 2-hr weekly training sessions. Outcomes were assessed before, immediately after, and 4 months post-intervention, using objective tools: attention tests, eye-tracker, and subjective questionnaires. RESULTS Both interventions showed near-transfer to various attention functions. The CPAT produced far-transfer effects to reading, ADHD symptoms, and learning while the MBSR improved the self-perceived quality of life. At follow-up, all improvements except for ADHD symptoms were preserved in the CPAT group. The MBSR group showed mixed preservations. CONCLUSION Both interventions have beneficial effects, however only the CPAT group exhibited improvements compared to the passive group.
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26
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Steen I, Münchow M, Jensen S, Kjaer TW, Waehrens SS, Bredie WLP. Evaluation of a sensory and cognitive online training tool for odor recognition in professional coffee tasters. J SENS STUD 2023. [DOI: 10.1111/joss.12819] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/16/2023]
Affiliation(s)
- Ida Steen
- Section for Food Design and Consumer Behaviour, Department of Food Science University of Copenhagen Copenhagen Denmark
- CoffeeMind Academy, CoffeeMind Aps Copenhagen Denmark
| | - Morten Münchow
- Section for Food Design and Consumer Behaviour, Department of Food Science University of Copenhagen Copenhagen Denmark
- CoffeeMind Academy, CoffeeMind Aps Copenhagen Denmark
| | | | - Troels W. Kjaer
- Department of Clinical Medicine University of Copenhagen Copenhagen Denmark
| | - Sandra S. Waehrens
- Section for Food Design and Consumer Behaviour, Department of Food Science University of Copenhagen Copenhagen Denmark
| | - Wender L. P. Bredie
- Section for Food Design and Consumer Behaviour, Department of Food Science University of Copenhagen Copenhagen Denmark
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27
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Dinius CJ, Pocknell CE, Caffrey MP, Roche RAP. Cognitive interventions for memory and psychological well-being in aging and dementias. Front Psychol 2023; 14:1070012. [PMID: 36818134 PMCID: PMC9932670 DOI: 10.3389/fpsyg.2023.1070012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Accepted: 01/17/2023] [Indexed: 02/05/2023] Open
Abstract
The human lifespan has expanded drastically in the last few centuries, due to improvements in sanitation, medicine, and nutrition, but with this increase in longevity comes higher rates of cognitive pathology such as mild cognitive impairment (MCI) and dementia; the latter is estimated to reach more than 75 million people by 2030. Pathology risk is related to measures of executive function, lifestyle factors (e.g., education, occupation, and leisure activities), and cognitive reserve. One way of building cognitive reserve may be to structure the environment to encourage lifelong engagement and learning, and since a pharmacological "cure" for dementia remains elusive, non-pharmacological approaches such as physical activity, social engagement, and cognitive stimulation are becoming increasingly essential to preserving and protecting brain health. Here, we describe our recent research into Reminiscence Therapy (RT) to promote cognitive and psychological function in old age and early dementia. We review the Recall Initiative, which involved brain imaging and behavioral indices of memory pre- and post-RT. We also report results from a pilot study-AIM WARM-in which RT was combined with physical activity, specifically walking, for early-stage dementia. Finally, we outline our future directions for tailored reminiscence interventions in combination with other activities (e.g., yoga and meditation) for different groups, namely early Alzheimer's disease, Semantic Dementia, and older individuals in the prison system.
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28
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Masini A, Sanmarchi F, Kawalec A, Esposito F, Scrimaglia S, Tessari A, Scheier LM, Sacchetti R, Dallolio L. Mediterranean diet, physical activity, and family characteristics associated with cognitive performance in Italian primary school children: analysis of the I-MOVE project. Eur J Pediatr 2023; 182:917-927. [PMID: 36525096 DOI: 10.1007/s00431-022-04756-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/25/2022] [Revised: 11/29/2022] [Accepted: 12/05/2022] [Indexed: 12/23/2022]
Abstract
UNLABELLED Working memory (WM) is a multicomponent system that supports cognitive functioning. It has been linked to a wide variety of outcomes including academic success and general well-being. The present study examined the relations between adherence to the Mediterranean diet (MD) and WM among Italian children, adjusting for important parent characteristics and children's lifestyle habits. Data for this study was obtained from 106 children attending primary school in Imola (Italy) who were part of the I-MOVE study emphasizing school-based physical activity. Children's adherence to the MD was calculated using the KIDMED index (KI) based on the ZOOM-8 questionnaire. Physical activity (PA) levels were assessed using an actigraph accelerometer and WM using the backward digit span test. Univariate regression was used to select significant child-level and family measures associated with WM, which were then tested in a single multivariate regression model. Older age is positively associated with higher WM (β = 0.36; 95% CI 0.25, 0.47). Dietary adherence (KI) (β = 0.07; 95% CI 0.01, 0.14) and engagement in organized PA outside school hours (β = 0.58; 95% CI 0.09, 1.10) are positively related to WM. Among the family measures, father's education was positively associated with WM for high school education and for university vs. middle school or lower, respectively. CONCLUSION Adherence to the MD was associated with better WM capacity in primary school children. These findings can be used to guide policymakers in designing health promotion programs and instituting policies emphasizing healthy nutrition to improve physical health and boost cognitive functioning. WHAT IS KNOWN • The development of working memory involves the entire childhood with a rapid spurt between 2 and 8 years of age. • Working memory plays a critical role in children's learning and academic performance and underlies higher-order cognitive abilities. WHAT IS NEW • Adherence to the Mediterranean Diet was associated with higher working memory capacity in primary school children. • Health promotion interventions based on PA and sound nutrition involving children benefit not only physical and mental health, but also cognitive health.
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Affiliation(s)
- Alice Masini
- Department of Biomedical and Neuromotor Science Alma Mater Studiorum, University of Bologna, Bologna, Italy
| | - Francesco Sanmarchi
- Department of Biomedical and Neuromotor Science Alma Mater Studiorum, University of Bologna, Bologna, Italy
| | - Anna Kawalec
- Department and Clinic of Paediatric Nephrology, Wroclaw Medical University, Wroclaw, Poland
| | - Francesco Esposito
- Department of Biomedical and Neuromotor Science Alma Mater Studiorum, University of Bologna, Bologna, Italy.
| | - Susan Scrimaglia
- Department of Biomedical and Neuromotor Science Alma Mater Studiorum, University of Bologna, Bologna, Italy
| | - Alessia Tessari
- Department of Psychology "Renzo Canestrari", Alma Mater Studiorum, University of Bologna, Bologna, Italy
| | - Lawrence M Scheier
- LARS Research Institute, Inc., Sun City, AZ, USA
- Prevention Strategies, Greensboro, NC, USA
| | - Rossella Sacchetti
- Department of Education Studies "Giovanni Maria Bertin", Alma Mater Studiorum, University of Bologna, Bologna, Italy
| | - Laura Dallolio
- Department of Biomedical and Neuromotor Science Alma Mater Studiorum, University of Bologna, Bologna, Italy
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29
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Vernucci S, Canet-Juric L, Richard's MM. Effects of working memory training on cognitive and academic abilities in typically developing school-age children. PSYCHOLOGICAL RESEARCH 2023; 87:308-326. [PMID: 35107614 DOI: 10.1007/s00426-022-01647-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2021] [Accepted: 01/17/2022] [Indexed: 01/27/2023]
Abstract
Process-based working memory (WM) training in typically developing children usually leads to short- and long-term improvements on untrained WM tasks. However, results are mixed regarding far transfer to academic and cognitive abilities. Moreover, there is a lack of studies jointly evaluating the different types of transfer, using an adequate design and considering motivational factors. In addition, evidence is needed about how pre-training performance is related to individual differences in training-induced transfer. Therefore, this study aimed to implement and evaluate the efficacy of a computerized process-based WM training in typically developing school-age children. Near and far transfer effects were evaluated both immediately after training and after 6 months, as well as individual differences in training-induced transfer. The sample was composed of 89 typically developing children aged 9-10 years (M = 9.52, SD = 0.30), who were randomized to a WM training group or an active control group. They were evaluated at pre-training, post-training, and follow-up phases with measures of visuospatial and verbal WM, reading comprehension, math computation, and fluid intelligence. Results showed that the training group significantly improved performance in verbal WM and fluid intelligence compared to the active control group, immediately after training and after 6 months. Trained children with lower initial performance in verbal WM or fluid intelligence showed greater transfer gains. No group differences were found in motivational factors. Findings of this study suggest that process-based WM training may promote transfer to cognitive abilities and lead to compensation effects of individual differences in typically developing school-age children.
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Affiliation(s)
- Santiago Vernucci
- Instituto de Psicología Básica, Aplicada y Tecnología, Universidad Nacional de Mar del Plata, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina.
| | - Lorena Canet-Juric
- Instituto de Psicología Básica, Aplicada y Tecnología, Universidad Nacional de Mar del Plata, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina
| | - María M Richard's
- Instituto de Psicología Básica, Aplicada y Tecnología, Universidad Nacional de Mar del Plata, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina
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Chen L, Chang H, Rudoler J, Arnardottir E, Zhang Y, de Los Angeles C, Menon V. Cognitive training enhances growth mindset in children through plasticity of cortico-striatal circuits. NPJ SCIENCE OF LEARNING 2022; 7:30. [PMID: 36371438 PMCID: PMC9653476 DOI: 10.1038/s41539-022-00146-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Accepted: 10/21/2022] [Indexed: 06/16/2023]
Abstract
Growth mindset, the belief that one's abilities can improve through cognitive effort, is an important psychological construct with broad implications for enabling children to reach their highest potential. However, surprisingly little is known about malleability of growth mindset in response to cognitive interventions in children and its neurobiological underpinnings. Here we address critical gaps in our knowledge by investigating behavioral and brain changes in growth mindset associated with a four-week training program designed to enhance foundational, academically relevant, cognitive skills in 7-10-year-old children. Cognitive training significantly enhanced children's growth mindset. Cross-lagged panel analysis of longitudinal pre- and post-training data revealed that growth mindset prior to training predicted cognitive abilities after training, providing support for the positive role of growth mindset in fostering academic achievement. We then examined training-induced changes in brain response and connectivity associated with problem solving in relation to changes in growth mindset. Children's gains in growth mindset were associated with increased neural response and functional connectivity of the dorsal anterior cingulate cortex, striatum, and hippocampus, brain regions crucial for cognitive control, motivation, and memory. Plasticity of cortico-striatal circuitry emerged as the strongest predictor of growth mindset gains. Taken together, our study demonstrates that children's growth mindset can be enhanced by cognitive training, and elucidates the potential neurobiological mechanisms underlying its malleability. Findings provide important insights into effective interventions that simultaneously promote growth mindset and learning during the early stages of cognitive development.
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Affiliation(s)
- Lang Chen
- Department of Psychology, Santa Clara University, Santa Clara, CA, 95053, USA.
- Neuroscience Program, Santa Clara University, Santa Clara, CA, 95053, USA.
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, 94305, USA.
| | - Hyesang Chang
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, 94305, USA.
| | - Jeremy Rudoler
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, 94305, USA
| | - Eydis Arnardottir
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, 94305, USA
| | - Yuan Zhang
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, 94305, USA
| | - Carlo de Los Angeles
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, 94305, USA
| | - Vinod Menon
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, 94305, USA.
- Department of Neurology and Neurological Sciences, Stanford University, Stanford, CA, 94305, USA.
- Stanford Neuroscience Institute, Stanford University, Stanford, CA, 94305, USA.
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31
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Hu Z, Samuel IB, Meyyappan S, Bo K, Rana C, Ding M. Aftereffects of Frontoparietal Theta tACS on Verbal Working Memory: Behavioral and Neurophysiological Analysis. IBRO Neurosci Rep 2022; 13:469-477. [PMID: 36386597 PMCID: PMC9649961 DOI: 10.1016/j.ibneur.2022.10.013] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2022] [Accepted: 10/31/2022] [Indexed: 11/05/2022] Open
Abstract
Verbal working memory is supported by a left-lateralized frontoparietal theta oscillatory (4–8 Hz) network. We tested whether stimulating the left frontoparietal network at theta frequency during verbal working memory can produce observable after-stimulation effects in behavior and neurophysiology. Weak theta-band alternating electric currents were delivered via two 4 × 1 HD electrode arrays centered at F3 and P3. Three stimulation configurations, including in-phase, anti-phase, or sham, were tested on three different days in a cross-over (within-subject) design. On each test day, the subject underwent three experimental sessions: pre-, during- and post-stimulation sessions. In all sessions, the subject performed a Sternberg verbal working memory task with three levels of memory load (load 2, 4 and 6), imposing three levels of cognitive demand. Analyzing behavioral and EEG data from the post-stimulation session, we report two main observations. First, in-phase stimulation improved task performance in subjects with higher working memory capacity (WMC) under higher memory load (load 6). Second, in-phase stimulation enhanced frontoparietal theta synchrony during working memory retention in subjects with higher WMC under higher memory loads (load 4 and load 6), and the enhanced frontoparietal theta synchronization is mainly driven by enhanced frontal→parietal theta Granger causality. These observations suggest that (1) in-phase theta transcranial alternating current stimulation (tACS) during verbal working memory can result in observable behavioral and neurophysiological consequences post stimulation, (2) the short-term plasticity effects are state- and individual-dependent, and (3) enhanced executive control underlies improved behavioral performance. Frontoparietal network was stimulated at theta frequency (4 - 8Hz) during verbal working memory and aftereffeccts analyzed In-phase frontoparietal theta stimulation improved working memory performance in participants with higher working memory capacity Enhanced behavioral performance was accompanied by enhanced frontoparietal theta synchrony Enhanced frontoparietal theta synchronization was driven by enhanced frontal→parietal theta Granger causality
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32
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Krzyzanowski D, Kusi M, Goghari VM. Malleability of expectations of computerized cognitive training. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2022.111737] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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33
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Menu I, Rezende G, Le Stanc L, Borst G, Cachia A. Inhibitory control training on executive functions of children and adolescents: A latent change score model approach. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Parong J, Seitz AR, Jaeggi SM, Green CS. Expectation effects in working memory training. Proc Natl Acad Sci U S A 2022; 119:e2209308119. [PMID: 36067292 PMCID: PMC9477404 DOI: 10.1073/pnas.2209308119] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Accepted: 08/03/2022] [Indexed: 11/24/2022] Open
Abstract
There is a growing body of research focused on developing and evaluating behavioral training paradigms meant to induce enhancements in cognitive function. It has recently been proposed that one mechanism through which such performance gains could be induced involves participants' expectations of improvement. However, no work to date has evaluated whether it is possible to cause changes in cognitive function in a long-term behavioral training study by manipulating expectations. In this study, positive or negative expectations about cognitive training were both explicitly and associatively induced before either a working memory training intervention or a control intervention. Consistent with previous work, a main effect of the training condition was found, with individuals trained on the working memory task showing larger gains in cognitive function than those trained on the control task. Interestingly, a main effect of expectation was also found, with individuals given positive expectations showing larger cognitive gains than those who were given negative expectations (regardless of training condition). No interaction effect between training and expectations was found. Exploratory analyses suggest that certain individual characteristics (e.g., personality, motivation) moderate the size of the expectation effect. These results highlight aspects of methodology that can inform future behavioral interventions and suggest that participant expectations could be capitalized on to maximize training outcomes.
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Affiliation(s)
- Jocelyn Parong
- Department of Psychology, University of Wisconsin–Madison, Madison, WI 53706
| | - Aaron R. Seitz
- Department of Psychology, University of California, Riverside, CA 92521
| | | | - C. Shawn Green
- Department of Psychology, University of Wisconsin–Madison, Madison, WI 53706
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35
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Learning Cognitive Skills by Playing Video Games at Home: Testing the Specific Transfer of General Skills Theory. JOURNAL OF COGNITIVE ENHANCEMENT 2022. [DOI: 10.1007/s41465-022-00253-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
Abstract
Can people learn cognitive skills by playing video games at home? In the present study, college students took a pretest consisting of four cognitive tasks and 2 weeks later took a posttest consisting of the same four tasks (i.e., n-back and letter-number tasks tapping executive function skills and mental rotation and multiple object tracking tasks tapping perceptual processing skills). During the 2-week period, students engaged in no game activity, or played designed video games (targeting executive function skills) or an action video game (targeting perceptual processing skills) at home for 6 30-min sessions. The two game groups did not show greater gains than the control group on any of the tasks overall, but the designed game group outperformed the control group on the difficult trials of the n-back task and the action game group outperformed the control group on the difficult trials of the mental rotation tasks. Results provide partial evidence for the specific transfer of general skills theory, and show that the training effects of game playing are focused on skills that are exercised in the game.
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Pahor A, Seitz AR, Jaeggi SM. Near transfer to an unrelated N-back task mediates the effect of N-back working memory training on matrix reasoning. Nat Hum Behav 2022; 6:1243-1256. [PMID: 35726054 DOI: 10.1038/s41562-022-01384-w] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2020] [Accepted: 05/10/2022] [Indexed: 02/04/2023]
Abstract
The extent to which working memory training improves performance on untrained tasks is highly controversial. Here we address this controversy by testing the hypothesis that far transfer may depend on near transfer using mediation models in three separate randomized controlled trials (RCTs). In all three RCTs, totalling 460 individuals, performance on untrained N-back tasks (near transfer) mediated transfer to Matrix Reasoning (representing far transfer) despite the lack of an intervention effect in RCTs 2 and 3. Untrained N-back performance also mediated transfer to a working memory composite, which showed a significant intervention effect (RCT 3). These findings support a model of N-back training in which transfer to untrained N-back tasks gates further transfer (at least in the case of working memory at the construct level) and Matrix Reasoning. This model can help adjudicate between the many studies and meta-analyses of working memory training that have provided mixed results but have not examined the relationship between near and far transfer on an individual-differences level.
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Affiliation(s)
- Anja Pahor
- School of Education, University of California, Irvine, Irvine, CA, USA. .,Department of Psychology, University of California, Riverside, Riverside, CA, USA. .,Department of Psychology, University of Maribor, Maribor, Slovenia.
| | - Aaron R Seitz
- Department of Psychology, University of California, Riverside, Riverside, CA, USA
| | - Susanne M Jaeggi
- School of Education, University of California, Irvine, Irvine, CA, USA.,Department of Cognitive Sciences, University of California, Irvine, Irvine, CA, USA
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Sansevere KS, Wooten T, McWilliams T, Peach S, Hussey EK, Brunyé TT, Ward N. Self-reported Outcome Expectations of Non-invasive Brain Stimulation Are Malleable: a Registered Report that Replicates and Extends Rabipour et al. (2017). JOURNAL OF COGNITIVE ENHANCEMENT 2022. [DOI: 10.1007/s41465-022-00250-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Vander Zwalmen Y, Hoorelbeke K, Liebaert E, Nève de Mévergnies C, Koster EHW. Cognitive remediation for depression vulnerability: Current challenges and new directions. Front Psychol 2022; 13:903446. [PMID: 35936259 PMCID: PMC9352853 DOI: 10.3389/fpsyg.2022.903446] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2022] [Accepted: 07/04/2022] [Indexed: 11/13/2022] Open
Abstract
It is increasingly acknowledged that cognitive impairment can play an important role in depression vulnerability. Therefore, cognitive remediation strategies, and cognitive control training (CCT) procedures have gained attention in recent years as possible interventions for depression. Recent studies suggest a small to medium effect on indicators of depression vulnerability. Despite initial evidence for the efficacy and effectiveness of CCT, several central questions remain. In this paper we consider the key challenges for the clinical implementation of CCT, including exploration of (1) potential working mechanisms and related to this, moderators of training effects, (2) necessary conditions under which CCT could be optimally administered, such as dose requirements and training schedules, and (3) how CCT could interact with or augment existing treatments of depression. Revisiting the CCT literature, we also reflect upon the possibilities to evolve toward a stratified medicine approach, in which individual differences could be taken into account and used to optimize prevention of depression.
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Affiliation(s)
- Yannick Vander Zwalmen
- Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium
- *Correspondence: Yannick Vander Zwalmen,
| | - Kristof Hoorelbeke
- Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium
| | - Eveline Liebaert
- Department of Head and Skin, Ghent University Hospital, Ghent, Belgium
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Zhou Y, Wu D, Wang C, Sun K, Xu P, Wang Z, Xiao W. The effect of working memory training on situation awareness in a flight simulator. COGNITION, TECHNOLOGY & WORK (ONLINE) 2022; 24:667-674. [PMID: 35813562 PMCID: PMC9252550 DOI: 10.1007/s10111-022-00707-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/18/2022] [Accepted: 06/13/2022] [Indexed: 06/15/2023]
Abstract
The close relationship between working memory and situation awareness (SA) has been confirmed and further empirical investigations are lacking. The main aim of this study was to demonstrate the feasibility of working memory training for improving SA. Thirty-eight participants completed a challenging flight scenario in a high-fidelity flight simulator and were randomized into a training group (n = 20) or a control group (n = 18). The training group engaged in an adaptive dual N-back task for 2 weeks, while the control group was given a negative control task. Three-dimensional situation awareness rating technique (3D-SART) scores and situation awareness global assessment technique (SAGAT) scores were recorded to evaluate pretest and posttest SA. The results showed that both situational understanding dimension scores in the 3D-SART and SAGAT scores were significantly increased from the pretest to the posttest in the training group, while the control group showed no significant differences. It was concluded that working memory training can effectively improve individuals' SA, which has important implication for future research.
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Affiliation(s)
- Yue Zhou
- School of Military Medical Psychology, Air Force Medical University, Xi’an, 710032 China
| | - Di Wu
- School of Military Medical Psychology, Air Force Medical University, Xi’an, 710032 China
| | - Chaoxian Wang
- School of Military Medical Psychology, Air Force Medical University, Xi’an, 710032 China
| | - Kewei Sun
- School of Military Medical Psychology, Air Force Medical University, Xi’an, 710032 China
| | - Pengbo Xu
- School of Military Medical Psychology, Air Force Medical University, Xi’an, 710032 China
| | - Ziwei Wang
- School of Military Medical Psychology, Air Force Medical University, Xi’an, 710032 China
| | - Wei Xiao
- School of Military Medical Psychology, Air Force Medical University, Xi’an, 710032 China
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Qiao H, Tahara A, Nakphu N, Iramina K. Using Mean Pupil Diameter Change to Analyze Behavioral Performance in Multitasking Training Game. ANNUAL INTERNATIONAL CONFERENCE OF THE IEEE ENGINEERING IN MEDICINE AND BIOLOGY SOCIETY. IEEE ENGINEERING IN MEDICINE AND BIOLOGY SOCIETY. ANNUAL INTERNATIONAL CONFERENCE 2022; 2022:1090-1093. [PMID: 36085612 DOI: 10.1109/embc48229.2022.9871751] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
To explore the actual behavioral performance of subjects in multitasking training games, we designed a VR game including a Target-tracking task (TTT) of continuously moving "Player" to track "Targets" and a randomly appearing Color-discrimination task (CDT) requiring discriminating whether "Player" and "Monster" have the same color, and recorded subjects' pupillary changes to reflect mental effort. By analyzing the mean pupil diameter change (MPDC) of different groups, we found that the high group presented pupil dilation during the post-event stage, reflecting that they engaged in psychological processing of CDT during the event, whereas the low group had no pupil dilation during part of the post-event stage, reflecting the possibility of ignoring the appearance of CDT, and such behaviors hardly raise good expectations for training effect. Our study suggests that MPDC mirrors not only the actual behavior of the different groups treating the multitasking paradigm, but also the influence of game design.
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Far transfer effects of executive working memory training on cognitive flexibility. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03363-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Dimachki S, Tarpin-Bernard F, Croisile B, Chainay H. Study design and protocol of a low to high intensity computer-based cognitive training at home in supplement to standard care in patients with AD. BMJ Open 2022; 12:e050993. [PMID: 35725247 PMCID: PMC9214369 DOI: 10.1136/bmjopen-2021-050993] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/07/2022] Open
Abstract
INTRODUCTION Recent studies on cognitive training in patients with Alzheimer's disease (AD) showed positive long-term effects on cognition and daily living, suggesting remote computer-based programmes to increase training sessions while reducing patient's travelling. The aim of this study is to examine short-term and long-term benefits of computer-based cognitive training at home in patients with mild to moderate AD, as a complement to the training in speech and language therapists' (SLT) offices. The secondary purpose is to study training frequency required to obtain noticeable effects. METHODS AND ANALYSES This is a national multicentre study, conducted in SLT offices. The patients follow training in one of three conditions: once a week in SLT office only (regular condition) and once a week in SLT office plus one or three times per week at home. The trainings' content in SLT office and at home is identical. For all three groups near and far transfer will be compared with evaluate training frequency's effect. Our primary outcome is executive and working memory scores in experimental tasks, and the secondary is neuropsychological tests and questionnaires' scores. Linear models' analyses are considered for all measures with a random intercept for patients and another for per practice. The fixed effects will be: three modality groups and time, repeated measures, (T0-pretraining, T1-post-training, T2-long-term follow-up) and the interaction pairs. ETHICS AND DISSEMINATION The study got ethics approval of the national ethical committee CPP Sud Méditerranée III (No 2019-A00458-49) and of the National Commission for Information Technology and Liberties (No 919217). Informed consent is obtained from each participant. Results will be disseminated in oral communications or posters in international conferences and published in scientific journals. TRIAL REGISTRATION NUMBER NCT04010175.
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Affiliation(s)
- Samar Dimachki
- Laboratoire d'Etude des Mécanismes Cognitifs, Université Lyon 2, Lyon, France
| | | | - Bernard Croisile
- Neurology Hospital - Neuropsychology Department, Hospices Civils de Lyon, Lyon, France
| | - Hanna Chainay
- EMC Laboratory - (Etudes des Mécanismes Cognitifs), Universite Lumiere Lyon 2, Lyon, France
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Sheffler P, Kürüm E, Sheen AM, Ditta AS, Ferguson L, Bravo D, Rebok GW, Strickland-Hughes CM, Wu R. Growth Mindset Predicts Cognitive Gains in an Older Adult Multi-Skill Learning Intervention. Int J Aging Hum Dev 2022; 96:501-526. [PMID: 35726166 PMCID: PMC10052424 DOI: 10.1177/00914150221106095] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Growth mindset (belief in the malleability of intelligence) is a unique predictor of young learners' increased motivation and learning, and may have broader implications for cognitive functioning. Its role in learning in older adulthood is unclear. As part of a larger longitudinal study, we examined growth mindset and cognitive functioning in older adults engaged in a 3-month multi-skill learning intervention that included growth mindset discussions. Before, during, and after the intervention, participants reported on their growth mindset beliefs and completed a cognitive battery. Study 1 indicated that intervention participants, but not control participants, increased their growth mindset during the intervention. Study 2 replicated these results and found that older adults with higher preexisting growth mindsets showed larger cognitive gains at posttest compared to those with lower preexisting growth mindsets. Our findings highlight the potential role of growth mindset in supporting positive learning cycles for cognitive gains in older adulthood.
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Affiliation(s)
- Pamela Sheffler
- Department of Psychology, 8790University of California, Riverside, CA, USA
| | - Esra Kürüm
- Department of Statistics, University of California, Riverside, CA, USA
| | - Angelica M Sheen
- Department of Cognitive Sciences, 8788University of California, Irvine, CA, USA
| | - Annie S Ditta
- Department of Psychology, 8790University of California, Riverside, CA, USA
| | - Leah Ferguson
- Department of Psychology, 8790University of California, Riverside, CA, USA
| | - Diamond Bravo
- Department of Psychology, 8790University of California, Riverside, CA, USA
| | - George W Rebok
- Bloomberg School of Public Health and Johns Hopkins Center on Aging and Health, Johns Hopkins University, Baltimore, MD, USA
| | | | - Rachel Wu
- Department of Psychology, 8790University of California, Riverside, CA, USA
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Richmond S, Kirk H, Gaunson T, Bennett M, Bellgrove MA, Cornish K. Digital cognitive training in children with attention-deficit/hyperactivity disorder: a study protocol of a randomised controlled trial. BMJ Open 2022; 12:e055385. [PMID: 35710251 PMCID: PMC9207754 DOI: 10.1136/bmjopen-2021-055385] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
Abstract
INTRODUCTION Attention-deficit/hyperactivity disorder (ADHD) is one of the most prevalent neurodevelopmental disorders and is a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with daily functioning. Children with ADHD are developmentally vulnerable, with the disorder linked to emotional regulation difficulties, behavioural disturbances, as well as academic challenges. Emerging evidence suggests that children with ADHD may benefit from cognitive training interventions, including those focused on attention. This study aims to assess the immediate and long-term efficacy of an attention training intervention in children with ADHD. METHODS AND ANALYSIS This study is a preregistered, parallel, double blind, randomised controlled trial. Participants will comprise 104 children with a diagnosis of ADHD aged 5-8 years 11 months. Participants will be randomly allocated to either an adaptive, digital game-based (1) attention training programme (intervention) or (2) a numeracy programme (control). Both programmes will be delivered on a touchscreen tablet, and children will complete five 20 min sessions per week for a 5-week period at home (25 sessions in total). Assessments of the primary outcome (ie, attention and inhibitory control) and secondary outcomes (ie, selective attention, interference control, sustained attention, inhibition, behavioural attention, impairment in everyday functioning, working memory and executive functioning) will occur at preintervention, immediately postintervention and at 3-month follow-up. Multivariate linear regression will be employed to examine primary and secondary outcomes. The data analyst will be blinded to group membership. ETHICS AND DISSEMINATION Ethics approval has been obtained from the Monash University HREC (20495). Results will be disseminated through peer-reviewed journals, conference presentations, media outlets, the internet and various community/stakeholder activities. TRIAL REGISTRATION NUMBER ACTRN12620000964910, UTN U1111-1250-2620.
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Affiliation(s)
- Sally Richmond
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Clayton, Victoria, Australia
| | - Hannah Kirk
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Clayton, Victoria, Australia
| | - Tori Gaunson
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Clayton, Victoria, Australia
| | - Meg Bennett
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Clayton, Victoria, Australia
| | - Mark A Bellgrove
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Clayton, Victoria, Australia
| | - Kim Cornish
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Clayton, Victoria, Australia
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Teixeira-Santos AC, Moreira CS, Pereira DR, Pinal D, Fregni F, Leite J, Carvalho S, Sampaio A. Working Memory Training Coupled With Transcranial Direct Current Stimulation in Older Adults: A Randomized Controlled Experiment. Front Aging Neurosci 2022; 14:827188. [PMID: 35493937 PMCID: PMC9039392 DOI: 10.3389/fnagi.2022.827188] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Accepted: 02/28/2022] [Indexed: 12/03/2022] Open
Abstract
Background Transcranial direct current stimulation (tDCS) has been employed to boost working memory training (WMT) effects. Nevertheless, there is limited evidence on the efficacy of this combination in older adults. The present study is aimed to assess the delayed transfer effects of tDCS coupled with WMT in older adults in a 15-day follow-up. We explored if general cognitive ability, age, and educational level predicted the effects. Methods In this single-center, double-blind randomized sham-controlled experiment, 54 older adults were randomized into three groups: anodal-tDCS (atDCS)+WMT, sham-tDCS (stDCS)+WMT, and double-sham. Five sessions of tDCS (2 mA) were applied over the left dorsolateral prefrontal cortex (DLPFC). Far transfer was measured by Raven’s Advanced Progressive Matrices (RAPM), while the near transfer effects were assessed through Digit Span. A frequentist linear mixed model (LMM) was complemented by a Bayesian approach in data analysis. Results Working memory training improved dual n-back performance in both groups submitted to this intervention but only the group that received atDCS+WMT displayed a significant improvement from pretest to follow-up in transfer measures of reasoning (RAPM) and short-term memory (forward Digit Span). Near transfer improvements predicted gains in far transfer, demonstrating that the far transfer is due to an improvement in the trained construct of working memory. Age, formal education, and vocabulary score seem to predict the gains in reasoning. However, Bayesian results do not provide substantial evidence to support this claim. Conclusion This study will help to consolidate the incipient but auspicious field of cognitive training coupled with tDCS in healthy older adults. Our findings demonstrated that atDCS may potentialize WMT by promoting transfer effects in short-term memory and reasoning in older adults, which are observed especially at follow-up.
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Affiliation(s)
- Ana C. Teixeira-Santos
- Psychological Neuroscience Laboratory, Psychology Research Centre, School of Psychology, University of Minho, Braga, Portugal
- Department of Social Sciences, Institute for Research on Socio-Economic Inequality, University of Luxembourg, Esch-Belval, Luxembourg
- *Correspondence: Ana C. Teixeira-Santos,
| | - Célia S. Moreira
- Department of Mathematics, Centre for Mathematics of the University of Porto, Faculty of Sciences, University of Porto, Porto, Portugal
| | - Diana R. Pereira
- Psychological Neuroscience Laboratory, Psychology Research Centre, School of Psychology, University of Minho, Braga, Portugal
| | - Diego Pinal
- Psychological Neuroscience Laboratory, Psychology Research Centre, School of Psychology, University of Minho, Braga, Portugal
| | - Felipe Fregni
- Spaulding Neuromodulation Center, Department of Physical Medicine and Rehabilitation, Harvard Medical School, Boston, MA, United States
| | - Jorge Leite
- Psychological Neuroscience Laboratory, Psychology Research Centre, School of Psychology, University of Minho, Braga, Portugal
- Spaulding Neuromodulation Center, Department of Physical Medicine and Rehabilitation, Harvard Medical School, Boston, MA, United States
- Portucalense Institute for Human Development, Universidade Portucalense, Porto, Portugal
| | - Sandra Carvalho
- Psychological Neuroscience Laboratory, Psychology Research Centre, School of Psychology, University of Minho, Braga, Portugal
- Translational Neuropsychology Lab, Department of Education and Psychology and William James Center for Research (WJCR), University of Aveiro, Campus Universitário de Santiago, Aveiro, Portugal
| | - Adriana Sampaio
- Psychological Neuroscience Laboratory, Psychology Research Centre, School of Psychology, University of Minho, Braga, Portugal
- Adriana Sampaio,
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Vartanian O, Replete V, Saint SA, Lam Q, Forbes S, Beaudoin ME, Brunyé TT, Bryant DJ, Feltman KA, Heaton KJ, McKinley RA, Van Erp JBF, Vergin A, Whittaker A. What Is Targeted When We Train Working Memory? Evidence From a Meta-Analysis of the Neural Correlates of Working Memory Training Using Activation Likelihood Estimation. Front Psychol 2022; 13:868001. [PMID: 35432071 PMCID: PMC9005969 DOI: 10.3389/fpsyg.2022.868001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2022] [Accepted: 02/14/2022] [Indexed: 11/23/2022] Open
Abstract
Working memory (WM) is the system responsible for maintaining and manipulating information, in the face of ongoing distraction. In turn, WM span is perceived to be an individual-differences construct reflecting the limited capacity of this system. Recently, however, there has been some evidence to suggest that WM capacity can increase through training, raising the possibility that training can functionally alter the neural structures supporting WM. To address the hypothesis that the neural substrates underlying WM are targeted by training, we conducted a meta-analysis of functional magnetic resonance imaging (fMRI) studies of WM training using Activation Likelihood Estimation (ALE). Our results demonstrate that WM training is associated exclusively with decreases in blood oxygenation level-dependent (BOLD) responses in clusters within the fronto-parietal system that underlie WM, including the bilateral inferior parietal lobule (BA 39/40), middle (BA 9) and superior (BA 6) frontal gyri, and medial frontal gyrus bordering on the cingulate gyrus (BA 8/32). We discuss the various psychological and physiological mechanisms that could be responsible for the observed reductions in the BOLD signal in relation to WM training, and consider their implications for the construct of WM span as a limited resource.
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Affiliation(s)
- Oshin Vartanian
- Defence Research and Development Canada, Toronto, ON, Canada
- Department of Psychology, University of Toronto, Toronto, ON, Canada
| | - Vladyslava Replete
- Defence Research and Development Canada, Toronto, ON, Canada
- Faculty of Medicine, Queen’s University, Kingston, ON, Canada
| | - Sidney Ann Saint
- Defence Research and Development Canada, Toronto, ON, Canada
- Department of Psychology, University of Waterloo, Waterloo, ON, Canada
| | - Quan Lam
- Defence Research and Development Canada, Toronto, ON, Canada
| | - Sarah Forbes
- Defence Research and Development Canada, Toronto, ON, Canada
- Department of Psychiatry, University of Manitoba, Winnipeg, MB, Canada
| | - Monique E. Beaudoin
- Applied Research Laboratory for Intelligence and Security, University of Maryland, College Park, MD, United States
| | - Tad T. Brunyé
- U.S. Army DEVCOM Soldier Center, Natick, MA, United States
| | - David J. Bryant
- Defence Research and Development Canada, Toronto, ON, Canada
| | - Kathryn A. Feltman
- U.S. Army Aeromedical Research Laboratory, Fort Rucker, AL, United States
| | - Kristin J. Heaton
- U.S. Army Research Institute of Environmental Medicine, Natick, MA, United States
| | - Richard A. McKinley
- U.S. Air Force Research Laboratory, Wright-Patterson Air Force Base, Dayton, OH, United States
| | - Jan B. F. Van Erp
- Netherlands Organization for Applied Scientific Research (TNO), Soesterberg, Netherlands
- Department of Human Media Interaction, University of Twente, Enschede, Netherlands
| | - Annika Vergin
- Bundeswehr Office for Defence Planning, Federal Ministry of Defence, Berlin, Germany
| | - Annalise Whittaker
- Defence Science and Technology Laboratory, UK Ministry of Defence, Salisbury, United Kingdom
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Brief Strategy Training in Aging: Near Transfer Effects and Mediation of Gains by Improved Self-Regulation. Brain Sci 2022; 12:brainsci12040465. [PMID: 35447995 PMCID: PMC9027409 DOI: 10.3390/brainsci12040465] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Revised: 03/18/2022] [Accepted: 03/26/2022] [Indexed: 12/10/2022] Open
Abstract
A common approach to cognitive intervention for adults is memory strategy training, but limited work of this type has examined intervention effects in relation to self-regulation (e.g., strategy usage, memory beliefs) and few have established near transfer (training-related performance gain on untrained tasks related to the target task). The present research, Everyday Memory Clinic—Revised (EMC-R), examined whether relatively brief face-name association training, offering elements focused on self-regulation, can improve name recall, enhance memory self-regulation, and lead to near transfer. Participants were 122 healthy, well-educated middle-aged and older adults (51–90 years old) randomly assigned to a strategy training program (SO), a comparable program with a theoretical self-regulatory boost (SB), or a waitlist control group. Compared to the waitlist group, both groups of trainees demonstrated higher pretest-posttest improvements in name recall (target task), memory self-efficacy, and effective strategy use, as well as the near transfer of gains to nontrained associative tasks, a rare finding in strategy training research. Furthermore, changes in memory self-efficacy and strategy use fully mediated the effect of training on name recall. This innovative approach for brief memory intervention offers a model for successful training that can be easily disseminated via community centers and lifelong learning programs.
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Finn PR, Nemes L, Bailey A, Gunn RL, Wiemers EA, Redick TS. The Effects of Working Memory Versus Adaptive Visual Search Control Training on Executive Cognitive Function. JOURNAL OF COGNITIVE ENHANCEMENT 2022. [DOI: 10.1007/s41465-022-00241-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Li S. On the Role of English as a Foreign Language Learners' Individual Differences in Their Use of Grammar Learning Strategies. Front Psychol 2022; 13:853158. [PMID: 35310239 PMCID: PMC8927693 DOI: 10.3389/fpsyg.2022.853158] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2022] [Accepted: 02/04/2022] [Indexed: 11/13/2022] Open
Abstract
As the use of strategies facilitates the tedious process of language learning, a multitude of studies have been conducted on language learning strategies and their educational consequences. Nonetheless, grammar learning strategies (GLSs) have not been widely studied. Moreover, no review study has been carried out to illustrate the role of individual differences in the use of GLSs. To address the existing gaps, the present review study intends to explain the role of English as a foreign language (EFL) learners’ individual differences (i.e., desire to learn a second language, motivation, and willingness to communicate) in their employment of GLSs. The favorable impact of individual difference variables on grammar learning strategy use was proved using the theoretical and empirical evidence. Future research directions and pedagogical implications are also discussed.
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Affiliation(s)
- Shaoru Li
- School of Journalism and Communication, Shandong University, Jinan, China
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Vladisauskas M, Belloli LML, Fernández Slezak D, Goldin AP. A Machine Learning Approach to Personalize Computerized Cognitive Training Interventions. Front Artif Intell 2022; 5:788605. [PMID: 35350407 PMCID: PMC8958026 DOI: 10.3389/frai.2022.788605] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2021] [Accepted: 01/21/2022] [Indexed: 11/13/2022] Open
Abstract
Executive functions are a class of cognitive processes critical for purposeful goal-directed behavior. Cognitive training is the adequate stimulation of executive functions and has been extensively studied and applied for more than 20 years. However, there is still a lack of solid consensus in the scientific community about its potential to elicit consistent improvements in untrained domains. Individual differences are considered one of the most important factors of inconsistent reports on cognitive training benefits, as differences in cognitive functioning are both genetic and context-dependent, and might be affected by age and socioeconomic status. We here present a proof of concept based on the hypothesis that baseline individual differences among subjects would provide valuable information to predict the individual effectiveness of a cognitive training intervention. With a dataset from an investigation in which 73 6-year-olds trained their executive functions using an online software with a fixed protocol, freely available at www.matemarote.org.ar, we trained a support vector classifier that successfully predicted (average accuracy = 0.67, AUC = 0.707) whether a child would improve, or not, after the cognitive stimulation, using baseline individual differences as features. We also performed a permutation feature importance analysis that suggested that all features contribute equally to the model's performance. In the long term, this results might allow us to design better training strategies for those players who are less likely to benefit from the current training protocols in order to maximize the stimulation for each child.
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Affiliation(s)
- Melina Vladisauskas
- Laboratorio de Neurociencia, Universidad Torcuato di Tella, Buenos Aires, Argentina
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Ministry of Science, Technology and Innovation, Buenos Aires, Argentina
- *Correspondence: Melina Vladisauskas
| | - Laouen M. L. Belloli
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Ministry of Science, Technology and Innovation, Buenos Aires, Argentina
- Laboratorio de Inteligencia Artificial Aplicada, Instituto de Ciencias de la Computación, Universidad de Buenos Aires, Buenos Aires, Argentina
| | - Diego Fernández Slezak
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Ministry of Science, Technology and Innovation, Buenos Aires, Argentina
- Laboratorio de Inteligencia Artificial Aplicada, Instituto de Ciencias de la Computación, Universidad de Buenos Aires, Buenos Aires, Argentina
| | - Andrea P. Goldin
- Laboratorio de Neurociencia, Universidad Torcuato di Tella, Buenos Aires, Argentina
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Ministry of Science, Technology and Innovation, Buenos Aires, Argentina
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